Online Engineering Education: Learning Anywhere, Anytime

Bourne, J.R.; Harris, Dale; Mayadas, Frank

doi:10.1002/j.2168-9830.2005.tb00834.x

Cited by 301 publications

(132 citation statements)

References 18 publications

(18 reference statements)

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“…Blended education has emerged as an environment to utilize resources, time and effort in an efficient manner, to help instructors in improving their skills, to maximize learning by involving experts from top class universities who can help to overcome the deficiencies of the traditional classroom, to build up a multicultural classroom community [6]. Duet Teaching can be achieved by utilizing remotely recorded video segments of experts in the classroom.…”

Section: Figure 1 Interrelated Components Of Mathematical Thinking Amentioning

confidence: 99%

Integrating mathematical thinking oriented problem solving approach with blended learning open source science or math studies (BLOSSOMS) modules

Mahmood

Yusof

Othman

2016

AIP Conference Proceedings

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Abstract. Research indicated that the major practices of engineers rely on mathematical thinking skills. Mathematical thinking and learning in engineering education must address the rapidly changing technological innovations and the associated expectations in terms of the quality of learning experiences. Thus, future engineers need to be actively engaged in deep and meaningful mathematical thinking and learning rather than passive information transmission during their engineering mathematics. This paper presents some results of a study carried out to investigate the potential of blended learning and its implication in supporting mathematical thinking among prospective engineers. Mason's et.al. problem solving approach is integrated with BLOSSOMS modules first to produce activity based worksheets and then to conduct blended learning sessions to cultivate mathematical thinking skills among first year engineering students using duet teaching and collaborative learning approaches. The two staged interpretive data analysis is used to explore and interpret the data. The findings showed that blended learning can positively affect students' learning, thus supporting students to think mathematically in the blended learning environment.

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Section: Figure 1 Interrelated Components Of Mathematical Thinking Amentioning

confidence: 99%

Integrating mathematical thinking oriented problem solving approach with blended learning open source science or math studies (BLOSSOMS) modules

Mahmood

Yusof

Othman

2016

AIP Conference Proceedings

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“…This has led to proliferation of web-based distance learning courses and programs in recent years. In a paper titled "Online Engineering Education: Learning Anywhere Anytime", the authors have discussed online distributed learning for distance learners [6]. The relative merits of online versus conventional learning has been addressed in Ref.…”

Section: Introductionmentioning

confidence: 99%

Web-Based Simulation Modules as Supplement for Enhancing Learning in Lecture and Laboratory-Based Engineering Courses

Chaturvedi¹,

Prabhakaran²

2015

Journal of Engineering Education Transformations

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: Keywords:Results are presented from an NSF supported project that validate the hypothesis that students`learning gains can be enhanced through integration of web-based interactive simulation and visualization modules in engineering courses. The im plemen ted mo du les wer e u sed in t he "supplementation" mode wherein students used these modules along with conventional lecture or laboratory classes. In order to gage the effectiveness of each implemented module a "control" group, without access to the module, and an "experimental" group, with access to the module, were identified. Performance of students in both groups in an identical quiz was analyzed statistically to determine if the introduction of web-based modules favorably affected students`learning outcomes. Since both "control" and "experimental" groups may have different demographic profiles -different age, ethnicity, gender etc. -a demographic factor analysis was also conducted for each module to assess if the impact of demographic factors rises to the level of statistical significance.Results of statistical analysis indicated that of the twenty eight learning outcomes tested in eight engineering courses, fifteen showed statistically significant improvement in quiz scores for "experimental" groups over corresponding "control" groups. Even though for thirteen outcomes the quiz scores were generally higher for the "experimental" groups, improvement in quiz scores over the control group performance was not statistically significant. The demographic factor analysis also showed that whereas gender, ethnicity, course load and math SAT scores are not significant factors for the pedagogy of learning with the web-based simulation and visualization modules, the cumulative GPA was a significant factor in five out of nine modules.The results presented in this large scale study, spanning over three engineering disciplines, demonstrates the favorable impact of web-based simulation and visualization modules on student learning. The project has not only led to enhanced student learning in engineering courses and faculty development but it has also contributed to engineering pedagogy by demonstrating the effectiveness of webbased simulation and visualization modules when used in the "supplementation" mode with conventional lectures or lab classes.Visualization, Simulation, Assessment, Web-based Modules.

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“…Since aspects of development were pieced together, the team at UNSW decided to publish all course-related materials on a comprehensive CD-ROM to assist student learning outside the laboratory, an important educational objective [24]. The companion CD-ROM includes everything the student would need to work from home, apart from the actual hardware, of course.…”

Section: F Development Of the Companion Cd-rommentioning

confidence: 99%

“…• Providing flexible methods of course delivery [24], assessment, and feedback is one of the essential aspects of this course. The companion CD-ROM, self-checking tool, online lecture material, weekly online quiz (followed by formal tutorial sessions to enhance the student's learning experience), and provision for asking questions online on the WebCT (the UNSW educational technology and flexible teaching and learning tool) all allow students to learn at their own pace [28], [29], solicit help when they need it, and have an enjoyable learning experience.…”

Section: Learning and Teaching Practicesmentioning

confidence: 99%

“…This aspect of the course has been especially beneficial and effective in assisting student learning. Students can think through, try, and analyze the problem first and then communicate and interact with other students and instructors to reinforce their understanding from the convenience of their home [24]. This technique requires a total time commitment and dedication on the part of the course instructors.…”

Section: Course Assessment Strategymentioning

confidence: 99%

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Teaching Embedded Systems Design – An International Collaborative Project

Nooshabadi

Garside²

Proceedings Frontiers in Education 35th Annual Conference

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Abstract-This paper describes the process of review, design, and delivery of a course in modern embedded systems, an international collaborative teaching project involving the University of New South Wales (Australia), Manchester University, and Imperial College, London University (United Kingdom). This project, being the first of its kind anywhere in the world, provides a learning environment that replicates the current industrial practice in embedded systems design in an easy and comprehensible setting, an environment where the processor, dedicated coprocessors, and software are all integrated to create a functional system such as used in sophisticated electronic devices, including mobile phones, Web phones, televisions, digital cameras, and personal digital assistants. Such collaborations are important in both reducing development costs in developing up-to-date, and increasingly sophisticated, courses and in addressing pedagogical issues that are common between computer and electrical engineering programs in all academic institutions. To assist students' learning experience, the course is supported with purpose built state-of-the-art programmable hardware and software development platforms, carefully planned laboratory experiments, lecture notes, weekly online quizzes, tutorials, and a companion CD-ROM as a learning tool. Since the introduction of this complete package, students' satisfaction, assessment results, and skills obtained through evaluation and assessment methods have improved markedly.Index Terms-Embedded systems teaching, international collaboration in teaching, microprocessor design teaching, programmable hardware development board.

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Online Engineering Education: Learning Anywhere, Anytime

Cited by 301 publications

References 18 publications

Integrating mathematical thinking oriented problem solving approach with blended learning open source science or math studies (BLOSSOMS) modules

Integrating mathematical thinking oriented problem solving approach with blended learning open source science or math studies (BLOSSOMS) modules

Web-Based Simulation Modules as Supplement for Enhancing Learning in Lecture and Laboratory-Based Engineering Courses

Teaching Embedded Systems Design – An International Collaborative Project

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Online Engineering Education: Learning Anywhere, Anytime

Cited by 301 publications

References 18 publications

Integrating mathematical thinking oriented problem solving approach with blended learning open source science or math studies (BLOSSOMS) modules

Integrating mathematical thinking oriented problem solving approach with blended learning open source science or math studies (BLOSSOMS) modules

Web-Based Simulation Modules as Supplement for Enhancing Learning in Lecture and Laboratory-Based Engineering Courses

Teaching Embedded Systems Design &#8211; An International Collaborative Project

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Teaching Embedded Systems Design – An International Collaborative Project