2026 ASEE Annual Conference & Exposition

This paper presents the design framework and implementation plan for a hybrid Electrical Engineering Technology (EET) course that integrates asynchronous online instruction with bi-weekly, in-person laboratory sessions. The model responds to the growing demand for flexible, workforce-aligned learning experiences that preserve the applied, hands-on nature of engineering technology education while accommodating working adult learners.

The proposed course structure alternates between online simulation-based modules and onsite experiential lab sessions. Online weeks emphasize theory, analysis, and digital experimentation using circuit simulation platforms such as Multisim Live and Falstad, enabling students to model, predict, and troubleshoot circuit behavior in a low-risk environment. Onsite lab sessions, held every other week, focus on applying these concepts through direct measurement, instrumentation, and physical circuit assembly using bench equipment and breadboard prototyping.

The curricular design follows a modular two-week cadence:

Week A (Online): Students engage in short video lectures, interactive simulations, and formative quizzes. Emphasis is placed on conceptual understanding, data prediction, and peer discussion.

Week B (Onsite): Similar to week A with the addition of students will perform guided experiments, validate their simulation predictions, and document measurement discrepancies. Activities center on instrumentation skills, safety practices, and collaborative troubleshooting.

The paper also addresses infrastructure and planning considerations critical to launching the hybrid format. Laboratory capacity, scheduling logistics, and faculty load balancing were modeled to accommodate small rotating lab groups while maintaining equipment accessibility and safety compliance. Equipment procurement focused on scalability—leveraging a mix of bench instrumentation and portable student kits to allow flexibility between campus and remote participation.

From a pedagogical standpoint, the design draws on constructivist and experiential learning theories, emphasizing iterative problem solving and contextualized learning. Faculty professional development is a cornerstone of the rollout: instructors receive training in simulation integration, hybrid course management, and digital lab assessment strategies. Assessment design follows ABET-aligned outcomes, mapping course learning objectives to program-level indicators such as experimental competence, data interpretation, and teamwork.

The paper concludes with a discussion of implementation strategies, anticipated challenges, and success metrics for the pilot phase. Key considerations include student preparation for onsite labs, maintaining engagement during asynchronous weeks, and ensuring parity in grading across modalities. The framework also outlines methods for collecting qualitative and quantitative data to evaluate student learning, satisfaction, and retention once the course launches.

This work provides a replicable model for hybrid EET course design, offering guidance for institutions seeking to balance flexibility, accessibility, and hands-on rigor. By integrating asynchronous simulation-based instruction with structured onsite lab engagement, this approach positions engineering technology programs to meet the evolving needs of modern learners and employers alike.