Enhancing Practical Skills Through Task‐Based Learning in Asynchronous Online Engineering Education: A Case Study in Practice‐Oriented Instruction

ABSTRACT

Asynchronous online education has expanded rapidly, yet its effectiveness in practice‐oriented engineering courses remains underexplored. This study examines the application of task‐based learning (TBL) within an asynchronous online course on computer‐aided drawing, focusing on academic achievement and learner satisfaction. The course was designed based on Kolb's Experiential Learning Theory, integrating its four cyclical learning stages with TBL strategies. A total of 266 students participated in the 15‐week course, with academic performance assessed through sequential assignments and learner satisfaction evaluated via a post‐course survey. Repeated measures ANOVA showed that assignment scores increased over time, while multiple regression analysis indicated that intermediate assignments were associated with final performance. Survey results indicated high levels of satisfaction (average score 4.42 out of 5), with strong internal consistency (Cronbach's α  = 0.89). The findings suggest that the integration of TBL with asynchronous online learning may support the development of learners' practical competencies and satisfaction. This instructional model suggests potential for delivering skill‐based education in online environments and may serve as a reference for future course designs in engineering and related fields.