A Model for On‐Line Learning Networks in Engineering Education

Bourne, Jill; Brodersen, A.J.; Ccampbell, J. O.; Dawant, Martine; Shiavi, Richard

doi:10.1002/j.2168-9830.1996.tb00241.x

Cited by 42 publications

(30 citation statements)

References 2 publications

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“…Various researchers have examined the development and use of remote laboratories for engineering and computer science training [2,4,5,10,12,13]. Some of these papers describe virtual laboratories (including simulations and virtual tools), while a few describe remote interaction with laboratory equipment through either remote control or remote monitoring.…”

Section: Prior Workmentioning

confidence: 99%

“…One such innovative approach relies on the Internet, which provides an almost universally available communications infrastructure for learning engineering theory. The use of the Internet to also support the laboratory experience has been an area of increasing interest and experimentation [1][2][3][4][5][6][7][8][9][10][11][12][13][14][15][16][17][18].…”

Section: Introductionmentioning

confidence: 99%

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Assessing the Effectiveness of Remote Networking Laboratories

Sicker¹,

Lookabaugh²,

Santos³

et al.

Proceedings Frontiers in Education 35th Annual Conference

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-The Interdisciplinary TelecommunicationsProgram at the University of Colorado has developed an internet based remote laboratory environment for master's level graduate students; our suite of telecommunications experiments substantially extends prior work focused on networking equipment, by (1) providing a systems focus, (2) enabling multiple reinforcing methods of accessing the educational material, (3) providing a configuration matrix to support realtime network reconfigurations (of real network elements) (4) undertaking a careful assessment of the learning environment. The goal was to create an environment that reproduced (not just emulated) the lab experience.We recently completed the final phase of this project focusing on assessment of this learning tool; such assessment is still rare in the literature on remote laboratories.We describe the project from three perspectives; students' exam results, students' lab reports, and students' satisfaction with the distance experience (based on interviews). We conclude that our remote laboratories provide similar learning outcomes to their in class analogues, but that there are important differences in student perceptions of the experience, including perceived difficulty and pace.

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Section: Prior Workmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Assessing the Effectiveness of Remote Networking Laboratories

Sicker¹,

Lookabaugh²,

Santos³

et al.

Proceedings Frontiers in Education 35th Annual Conference

View full text Add to dashboard Cite

show abstract

“…talk and chalk) despite the fact that the use of multimedia courseware in engineering has rapidly gained popularity (Reagan and Shepard, 1996), (iii) mathematics teaching in Nigeria is lagging behind the teaching of other subjects like physics, chemistry and biology in term of experimentation, despite the fact that it has been established International Journal of Education ISSN 1948-5476 2014 that experiments help students in their learning (Bourne et al, 1996). These shortcomings might have been responsible for some observed high MALs exhibited by many engineering students in tertiary institutions in Nigeria.…”

Section: Problem Statementmentioning

confidence: 99%

Effect of a Computer Mediated Systems Teaching Approach on Mathematics Anxiety of Engineering Students

Yusuf¹

2014

IJE

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The effect of a Computer Mediated Systems Teaching Approach (CMSTA) on engineering students' mathematics anxiety was investigated and reported in this paper. Specifically, the study determined (a) if the mean Mathematics Anxiety Level (MAL) of the students taught mathematics using the CMSTA will be significantly lower than that of those not taught with the same approach and (b) whether the MALs of the students taught mathematics using the CMSTA will significantly differ by gender? A sample of 470 students (with 267 in the experimental and 203 in control groups) and 445 students (with 256 in the experimental and 189 in control groups) took the pretest and posttest respectively. A four stage procedure was adopted for the experiment where treatment administration lasted for 12 weeks. Pretest and posttest administration of the Revised Mathematics Anxiety Rating Scale (RMARS) on the subjects showed that while significant difference was found between the mean MAL of the experimental and control groups, none was found between that of the male and female students taught mathematics using the CMSTA.

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“…This model of education is quite entrenched and the f ow of knowledge is largely unidirectional, especially in large classes, with the exception of occasional questions and discussion. The amount of questions and discussion is usually inversely proportional with the class size, resulting in large classes often becoming the academic analog of watching an informational video (Bourne et al, 1996). Many instructional activities such as following can be implemented based on a web-based education model to map traditional teaching and learning activities and to solve the traditional teaching constraints of curriculum, class size and limited resources.…”

Section: Instructional Activitiesmentioning

confidence: 99%

Untitled

2003

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Abstract. This paper describes an architecture, which can be used to build remote laboratories to interact remotely via Internet with mobile robots using different interaction devices. A supervisory control strategy has been used to develop the remote laboratory in order to alleviate high communication data rates and system sensitivity to network delays. The users interact with the remote system at a more abstract level using high level commands. The local robot's autonomy has been increased by encapsulating all the robot's behaviors in different types of skills. User interfaces have been designed using visual proxy pattern to facilitate any future extension or code reuse. The developed remote laboratory has been integrated into an educational environment in the fiel of indoor mobile robotics. This environment is currently being used as a part of an international project to develop a distributed laboratory for autonomous and teleoperated systems (IECAT, 2003).

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A Model for On‐Line Learning Networks in Engineering Education

Cited by 42 publications

References 2 publications

Assessing the Effectiveness of Remote Networking Laboratories

Assessing the Effectiveness of Remote Networking Laboratories

Effect of a Computer Mediated Systems Teaching Approach on Mathematics Anxiety of Engineering Students

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