2026 ASEE Annual Conference & Exposition

Asynchronous online education has become an essential modality for reaching adult learners and working professionals in engineering technology. This paper presents a scalable model for delivering nuclear engineering technology courses using simulation-based learning to replicate laboratory engagement in a fully online format.

The focus of the paper is on integrating interactive simulation tools to enhance applied understanding across engineering disciplines while maintaining flexibility for diverse learners. In the nuclear engineering technology courses, students use an HTML-based generic pressurized water reactor simulator to explore core concepts such as heat transfer, fluid flow, reactor kinetics, power plant components and systems, radiation measurement and casualty control. Guided lab activities allow students to manipulate control parameters and observe system behavior in real time, providing a virtual hands-on experience that bridges theory and practice. In the capstone course, students work as a team to diagnose a power plant event, develop actions and system design improvements, and present their lessons learned and recommendations to a senior management team simulated by the instructor.

The paper outlines best practices in simulation-enhanced course design, including modular content structuring, embedded formative assessments, and asynchronous discussion strategies that foster reflective, peer-to-peer learning. Design principles are grounded in adult learning theory and research emphasizing active engagement, immediate feedback, and flexible pacing (Campos et al., 2020; Chernikova et al., 2020). Faculty development initiatives—such as training in simulation integration and asynchronous pedagogy—were critical to maintaining instructional quality and supporting faculty confidence during the transition.

Student reflections indicate increased engagement and perceived relevance of simulations to workplace tasks, particularly in troubleshooting and system analysis. These results suggest that simulation-based asynchronous courses can achieve learning outcomes comparable to traditional in-person labs when designed with intentional scaffolding and instructor support.

The paper concludes with recommendations for institutional scaling, including sustainable faculty training models, modular simulation repositories, and iterative feedback loops for continuous improvement. This approach aligns with current trends in engineering education that prioritize flexibility, accessibility, and authentic problem-solving in digital environments.

Ultimately, this work contributes to the growing body of evidence supporting technology-enabled continuing education and offers a replicable, data-informed model for institutions seeking to expand access to high-quality, ABET-aligned engineering technology programs for working professionals.