Information Technology Reference
In-Depth Information
for engineering education; therefore, the concept
of instructional design has been reviewed and ori-
ented for engineering e-Learning. In this regard,
application of ISS and ADDIE models parameters
in engineering education has been introduced and
analyzed. This study also presents an overview on
International potential for designing e-Learning,
with selected case studies of developing countries.
(Shee & Wang, 2008). Simply, e-Learning for
engineers is the use of technology to support the
learning process. Fundamentally, it is about put-
ting the learner first by placing resources at the
learner's fingertips. The engineering e-Learner is
able to dictate the pace and balance of learning
activities in a way that suits him/her. E-Learners
can absorb and develop knowledge and skills
in an environment that has been tailored to suit
them - and at their own pace. As opposed to online
courses in their strictest sense, e-Learning does
not necessarily lead to an engineering certifica-
tion or an engineering degree programmer but
may be tailored, for example, to suit the needs of
a specific company (Magoha & Andrew, 2004).
It should be noted that technology has proved
its value in engineering education and in applied
areas such as engineering management. For ex-
ample, in Europe digital literacy is emerging as
a new key competence required by workers and
citizens in the new knowledge society. The inte-
gration of IT supported learning helps workers
acquires the necessary skills and knowledge for
their job. IT use can also improve the effectiveness
of the learning process. Consequently, if the en-
gineering student learns to use technology before
starting his/her job; this could be an advantage
for both the future profession and the employer.
Moreover, the use of the Web as an educational
delivery medium (e-Learning) provides the engi-
neering students with the opportunity to develop
an additional set of communication, technical,
teamwork and interpersonal skills that mirror the
business environment in which they will work.
Meanwhile, the statistics on e-Learning show a
considerable use of these tools in recent years.
Universities are combining interactive technology
and active ways of learning, which require students
to develop or hone their computing skills and to
take more responsibility for their own learning.
Nevertheless, engineering students, contrary to the
general idea that they can be considered digital
natives, do not all react positively to IT learning;
some prefer the traditional process. Engineering
2. E-LEArnIng, dEfInItIonS,
APPLIcAtIonS And
PErformAncE
The definition of e-Learning for engineers may
vary significantly, but perhaps “… learning the
engineering concept is aided by information and
communication technologies…” is one of the
definitions, which is very close to reality. However,
some authors and users define e-Learning only
as “… the delivery of content via all electronic
media, including the internet, intranets, extranets,
satellite, broadcast, video, interactive TV, and
CD ROM…”. In this case the emphasis is only
at the delivery and many unworthy engineering
courses have been “developed” by this way -just
delivery to students of existing files with handouts.
This has the only advantage of reduced cost, but
the educational results do not have significant
value. Many authors support the first view that
e-Learning should develop materials, which will
increase the pedagogical effectiveness, and then
deliver these to engineering students. Only in this
case the full power of e-Learning can be utilized
(Tabakov, 2008).
E-Learning for engineering students, at its
best, is the kind of learning that complements
traditional methods and gives a more effective
experience to the learner (Magoha & Andrew,
2004). E-Learning refers to the use of electronic
devices for learning, including the delivery of
content via electronic media such as Internet/
Intranet/Extranet, audio or video tape, satellite
broadcast, interactive TV, CD-ROM, and so on
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