Effectiveness and Student Perceptions of Online Research Methodology Intersemester Courses in Engineering

Abstract

This study aims to evaluate the effectiveness and student perceptions of online intersemester courses in engineering, specifically the Research Methodology course at a Mexican public university. A mixed-methods approach was applied, combining surveys, statistical analysis, and qualitative feedback. Data were collected from 522 students who took the course in either online or face-to-face modalities over five academic terms (2022–2024). Findings reveal statistically significant differences in academic performance between modalities, with greater variability observed among online students. While participants reported enhanced autonomy, adaptability, and time management in the online format, they also experienced reduced interaction and self-regulation challenges. Students preferred synchronous or blended formats, particularly those with visual and multimodal learning styles. The study concludes that online intersemester courses are viable when effective instructional design and equitable technological access are supported. These insights contribute to improving course planning and institutional policies for intersemester online education.