[
1. Adrian, L. M. (2010). Active learning in large classes: Can small interventions produce greater results than are statistically predictable? The Journal of General Education, 59(4), 223-237.10.5325/jgeneeduc.59.4.0223
]Search in Google Scholar
[
2. Al Nashash, H., & Gunn, C. (2013). Lecture capture in engineering classes: Bridging gaps and enhancing learning. Educational Technology & Society, 16(1), 69-78.
]Search in Google Scholar
[
3. Benson, L. C., Orr, M. K., Biggers, S. B., Moss, W. F., Ohland, M. W., & Schiff, S. D. (2010). Student-centered active, cooperative learning in engineering. International Journal of Engineering Education, 26(5), 1097-1110.
]Search in Google Scholar
[
4. Bir, D. & Ahn, B. (2016). Applicability of online Mechanics of Materials course for engineering undergraduate students. Proceedings of Frontiers in Education Conference, Erie, PA.10.1109/FIE.2016.7757374
]Search in Google Scholar
[
5. Bourne, J., Harris, D., & Mayadas, F. (2005). Online engineering education: Learning anywhere, anytime. Journal of Engineering Education, 94(1), 131-14610.1002/j.2168-9830.2005.tb00834.x
]Search in Google Scholar
[
6. Cakmak, M. (2009). The perceptions of student teachers about the effects of class size with regard to effective teaching process. The Qualitative Report, 14(3), 395-408.
]Search in Google Scholar
[
7. Cole, J. S., & Spence, S. W. (2012). Using continuous assessment to promote student engagement in a large class. European Journal of Engineering Education, 37(5), 508-525.10.1080/03043797.2012.719002
]Search in Google Scholar
[
8. Cooper, J. L. & Robinson, P. (2000). The argument for making large classes seem small. New Directions for Teaching and Learning, 81, 5-16.10.1002/tl.8101
]Search in Google Scholar
[
9. Cuseo, J. (2007). The empirical case against large class size: Adverse effects on the teaching, learning, and retention of first-year students. The Journal of Faculty Development, 21(1), 5-21.
]Search in Google Scholar
[
10. Eisenberg, E., Beer, F., & Johnston, E. R. (2009). Vector Mechanics for Engineers: Statics and Dynamics. New York, NY: McGraw-Hill.
]Search in Google Scholar
[
11. Evans, J. R., & Haase, I. M. (2001). Online business education in the twenty-first century: An analysis of potential target markets. Internet Research, 11(3), 246-260.10.1108/10662240110396432
]Search in Google Scholar
[
12. Fata-Hartley, C. (2011). Resisting rote: The importance of active learning for all course learning objectives. Journal of College Science Teaching, 40(3), 36-39.
]Search in Google Scholar
[
13. Ghosh, R. (1999). The challenges of teaching large numbers of students in general education laboratory classes involving many graduate student assistants. Bioscene, 25(1), 7-11.
]Search in Google Scholar
[
14. Hejmadi, M. V. (2007). Improving the effectiveness and efficiency of teaching large classes: Development and evaluation of a novel e-resource in cancer biology. Bioscience Education, 9(1), 1-12.10.3108/beej.9.2
]Search in Google Scholar
[
15. Huba, M. E. & Freed, J. E. (2000). Learner-centered assessment on college campus: Shifting the focus from Teaching to Learning. Needham Heights, MA: Allyn & Bacon.
]Search in Google Scholar
[
16. Kilby, T. (2001). The direction of Web-based training: A practitioner’s view. The Learning Organization, 8(5), 194-199.10.1108/EUM0000000005912
]Search in Google Scholar
[
17. Kryder, L. G. (2002). Large lecture format: Some lessons learned. Business Communication Quarterly, 65(1), 88-93.10.1177/108056990206500110
]Search in Google Scholar
[
18. Lindenlaub, J. C. (1981). A Hybrid lecture/self-study system for large engineering classes. Engineering Education, 72(3), 201-207.
]Search in Google Scholar
[
19. McKagan, S. B., Perkins, K. K., & Wieman C. E. (2007). Reforming a large lecture modern physics course for engineering majors using a PER-based design. AIP Conference Proceedings, 883(1), 34-37.10.1063/1.2508685
]Search in Google Scholar
[
20. Monks, J., & Schmidt, R. M. (2011). The impact of class size on outcomes in higher education. The BE Journal of Economic Analysis and Policy, 11(1), 1-17.10.2202/1935-1682.2803
]Search in Google Scholar
[
21. Mora, M. C., Sancho-Bru, J. L., & Iserte, J. L. (2012). An e-assessment approach for evaluation in engineering overcrowded groups. Computers & Education, 59(2), 732-740.10.1016/j.compedu.2012.03.011
]Search in Google Scholar
[
22. Mulryan-Kyne, C. (2010). Teaching large classes at college and university level: Challenges and opportunities. Teaching in Higher Education, 15(2), 175-185.10.1080/13562511003620001
]Search in Google Scholar
[
23. Orr, M., Benson, L., Ohland, M., & Biggers, S. (2008). Student study habits and their effectiveness in an integrated statics and dynamics class. Proceedings of the American Society for Engineering Education, Pittsburg, PA.10.18260/1-2--3838
]Search in Google Scholar
[
24. Rieber, L. J. (2004). Using professional teaching assistants to support large group business communication classes. Journal of Education for Business, 79(3), 176-178.10.3200/JOEB.79.3.176-178
]Search in Google Scholar
[
25. Rutz, E., Eckart, R., E Wade, J., Maltbie, C., Rafter, C., & Elkins, V. (2003). Student Performance and Acceptance of Instructional Technology: Comparing Technology-Enhanced and Traditional Instruction for a Course in Statics. Journal of Engineering Education, 92(2), 133-140.10.1002/j.2168-9830.2003.tb00751.x
]Search in Google Scholar
[
26. Sargent, L. D., Allen, B. C., & Frahm, J. A. (2009). Enhancing the experience of student teams in large classes: Training teaching assistants to be coaches. Journal of Management Education, 33(5), 526-552.10.1177/1052562909334092
]Search in Google Scholar
[
27. Saunders, F. C. & Gale, A. W. (2012). Digital or didactic: Using learning technology to confront the challenge of large cohort teaching. British Journal of Educational Technology, 43(6), 847-858.10.1111/j.1467-8535.2011.01250.x
]Search in Google Scholar
[
28. Schneider, L. S., & Renner, J. W. (1980). Concrete and formal teaching. Journal of Research in Science Teaching, 17(6), 503-517.10.1002/tea.3660170603
]Search in Google Scholar
[
29. Shaw, K. (2001). Designing online learning opportunities, orchestrating experiences and managing learning. Teaching & learning online. Pedagogies for new technologies, 53-66.
]Search in Google Scholar
[
30. Stanley, C. A., & Porter, M. E. (2002). Engaging large classes: Strategies and techniques for college faculty. Bolton, Massachusetts: Anker Publishing.
]Search in Google Scholar
[
31. Steif, P. S., & Dollár, A. (2009). Study of Usage Patterns and Learning Gains in a Web-based Interactive Static Course. Journal of Engineering Education, 98(4), 321-333.10.1002/j.2168-9830.2009.tb01030.x
]Search in Google Scholar
[
32. Tallent-Runnels, M. K., Thomas, J. A., Lan, W. Y., Cooper, S., Ahern, T. C., Shaw, S. M., & Liu, X. (2006). Teaching courses online: A review of the research. Review of Educational Research, 76(1), 93-135.10.3102/00346543076001093
]Search in Google Scholar
[
33. Thomas, J. S., Hall, R. H., Philpot, T. A., & Carroll, D. R. (2011). The Effect of Online Videos on Learner Outcomes in a Mechanics of Materials Course. Proceedings of American Society for Engineering Education, Vancouver, CA.
]Search in Google Scholar
[
34. U.S. Department of Education (2009). Office of Planning, Evaluation, and Policy Development, Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies. Washington, D.C. Retrieved from https://files.eric.ed.gov/fulltext/ED505824.pdf
]Search in Google Scholar
[
35. Yoder, B. L. (2012). Engineering by the Numbers. Proceedings of American Society for Engineering Education. San Antonio, TX.
]Search in Google Scholar
[
36. Zorn, J., & Kumler, M. (2003). Incorporating active learning in large lecture classes. The California Geographer, 43, 50-54.
]Search in Google Scholar
