A corporate approach to the introduction of flexible delivery education

Payne, Frederick H.; Ball, Joanna; Snow, Richard E.

doi:10.1109/fie.2000.896575

Cited by 3 publications

(2 citation statements)

References 7 publications

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“…to provide a standard university wide infrastructure and interface for program development and delivery. Changes of this magnitude and nature are not possible over a very short period [27].…”

confidence: 99%

On Distance Learning In Engineering

Morcos¹,

Soldan²

2001 Annual Conference Proceedings

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Engineering programs have been offered to off-campus students for many years. Most of the successful programs have been concentrated in metropolitan areas with large numbers of engineering companies or at military installations. Current technology and demographics present new challenges and opportunities in reaching many engineers who work for small companies and need to continue their education while on the job.The effectiveness of televised instruction has been measured by comparing test scores and other achievement measures of students who are taught in traditional classrooms with those students who are taught by televised classes. A majority of these comparative studies show that students taking televised classes do as well, if not better, than those who are taught in traditional face-toface type of environment.The need for providing higher education to part-time students working in industry is growing. Delivery methods include live televised courses, videotapes, and the Internet. These methods depend on cost effectiveness and university support. Long-term, sustaining efforts that can grow and be a part of the education business are needed.Colleges are moving toward a point where students may be matched with a particular delivery medium based on their learning styles and on their lives. For distance learning to succeed, it has to have institutional reward systems that reflect distance-learning activity. This paper provides a comprehensive review of the use of distance learning in engineering curricula and continuing education. I.

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confidence: 99%

On Distance Learning In Engineering

Morcos¹,

Soldan²

2001 Annual Conference Proceedings

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“…Flexible learning, therefore, implies different modes of interaction between the teacher and the learner [11] choice of traversal paths through electronic learning materials, choice of medium in which the materials are represented (both part of the method of the learning process) as well as choice in place and time of learning.…”

Section: Towards Building Flexible E-learning Environmentsmentioning

confidence: 99%

Addressing learner diversity by promoting flexibility in e-learning environments

Dimitrova

Sadler

Hatzipanagos

et al.

14th International Workshop on Database and Expert Systems Applications, 2003. Proceedings.

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Abstracte-Learning has opened a multitude of possibilities for teaching and learning. As the market matures there is a demand for more effective and cost-efficient learning interventions that meet the learning needs of the diverse learner population. Currently, however, very few teaching attempts have been made to match the pedagogical styles underlying e-Learning interventions to students' diverse learning styles. Information and communication technologies can provide a variety of ways for adapting learning environments to students learning styles, although they are not often used to their full potential.In the Global Campus (GC) project at Middlesex University, we studied the differences in the learning styles of our distance and classroom students. We then examined the electronic learning resources and underlying pedagogical approach to establish how effectively they accommodate the diverse learning styles of the students. Finally, we proposed some measures to improve the elearning environment in a way that matches the students' learning styles more effectively.

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Engineering Faculty Teaching Styles And Attitudes Toward Student Centered And Technology Enabled Teaching Strategies

Zywno¹

2003 Annual Conference Proceedings

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This paper presents results of a survey assessing learning preferences and teaching strategies of engineering faculty. Of particular interest were questions pertaining to technology implementations and to professional development. The survey pointed to lack of interest in educational activities and low use of innovative instructional methods and instructional technologies, particularly among junior engineering faculty. Results of a recent national faculty survey are reviewed to provide the context for discussion. Professional development of engineering faculty, long an area of concern, becomes more urgent as accumulated applied engineering and teaching experience is being lost through impending retirements. Ironically, with faculty renewal, there is a risk of the dominant culture in engineering departments becoming even less responsive to students' needs. Such concerns have been highlighted before and this study confirms them. I.

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A corporate approach to the introduction of flexible delivery education

Cited by 3 publications

References 7 publications

On Distance Learning In Engineering

On Distance Learning In Engineering

Addressing learner diversity by promoting flexibility in e-learning environments

Engineering Faculty Teaching Styles And Attitudes Toward Student Centered And Technology Enabled Teaching Strategies

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