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Integration of e-learning into campus-based institutions is a challenging issue. A number of key issues and questions clearly need to be solved and answered before any attempt for implementing e-learning is taken. The purpose of this paper is hence to investigate how to implement e-learning in the higher education institutions (HEI) associated with the subject of electricity in Turkey, considering the student perspective. For this reason, a web-based survey has been conducted to measure the extent to which the representative students in the Turkish HEI are ready for e-learning and to investigate their perspectives on issues for implementing elearning. Two techniques were used: an online questionnaire with close-and open-ended items and semi-structured online interviews. 704 responses were analysed. At the end of the questionnaire, respondents were invited to participate in a semi-structured interview. 63 accepted the invitation, but only 33 of them actually attended the interview. Based on the findings derived from the interviews, we develop a model to illustrate what principles are needed for implementing elearning in the respective institutions. Overall, our findings show that e-learning is perceived as a solution for resolving some issues and it brings some innovation in the respective institutions in Turkey; and that it should be integrated into campus-based education and training via the blended learning approach.

This paper proposes a model for supporting electrical engineering with e-learning. The model development is based on survey data collected from representative teachers and students studying in higher education institutions in Turkey. To develop the model, the study investigated the attitudes of the representative key stakeholders in the relevant higher education institutions towards e-learning by administrating questionnaires and interviews with teachers and students. The responses of the teachers and students were then compared. Based on the results, a model was proposed with a multidimensional approach to e-learning. The model flips electrical engineering to make sure that the students review, discuss, and explore course content before and after class. The proposed model encourages students to start with e-learning, to continue with the face-to-face learning setting on campus, and then to come back to elearning for evaluating their learning in the classroom. Using this model, students can study at home and assess their learning before and after their attendance to campus lectures and enhance their learning with various types of learning, namely self-directed learning, self-assessment, teacher-directed learning, teacher assessment, computer-directed learning, and computer assessment. Similarly, model evaluation was conducted at the relevant higher education institutions. To evaluate the applicability of the model, a case-control study was conducted to determine whether the model had the intended effect on the participating students of the relevant institutions. As a result of the case-control study, the effects of e-learning, blended learning, and traditional learning were verified by teaching the use of MATLAB software. The overall scores indicated that e-learning and blended learning were more effective as compared to traditional learning.The results of our study indicated that the knowledge increase in e-learners seemed to be gradual because they tended to study daily by completing each activity on time.