This paper examines the development and implementation of a remote, asynchronous mechanical engineering course taught to seven non-engineering majors. The students studied abroad in five countries on three continents and in four different time zones. The content of the course includes topics in the areas of Fluid Mechanics, Thermodynamics, and Heat Transfer. Particular emphasis is placed on how the ME350 remote education model affects resource allocation, student performance, and student

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... ion of the learning experience. Because course content between the resident and remote formats was nearly identical, a meaningful comparison of student time spent per lesson is addressed, showing that overall, students spent similar amounts of time on the course, regardless of the venue. A significant issue for remote students was reliable communications with the host institution. Internet connectivity varied widely based on student location and could not be adequately assessed prior to implementation of the program. Key learning points associated with this experience are addressed. The course director conducted a personal time survey which revealed that approximately two hours were spent in development of remote course content for every hour of student utilization. Anonymous student time surveys also indicate that both resident and remote students devote a comparable amount of their time to the course. Regardless of venue, all students took the same final examination at the host institution under controlled conditions. Remote students performed better than local students on the final examination, but, overall course grades were comparable. Exit survey results indicate that remote students completed the course with a more positive perception of their learning experience when compared to their counterparts. A concise list of lessons learned that has been shared with the United States Military Academy Center for Teaching Excellence and International Affairs Office is included.