Designing of E-Learning for Engineering Education in Developing Countries - Web-Based Engineering Education: Critical Design and Effective Tools - page 5

students may react differently to the online learn-
ing environment, depending on their own level
and attitude. This is similar to the finding about
teachers working in public centers who have shown
some resistance towards IT implementation in
engineering education. There is also the need to
investigate the engineering students' acceptance
of an Internet-based learning medium in order
to understand the various drivers influencing ac-
ceptance (Padilla et al, 2008).
E-Learning for engineering students is
important for building a technologically liter-
ate workforce as well as for meeting societies
continuous need for rapid life-long learning
delivered in increasingly more convenient forms
(Buzzetto-More, 2008). In spite of all efforts, in
the last years e-Learning has experienced slow
user growth involvement and high dropout rates
in many organizations: users become easily frus-
trated or unenthusiastic about the material and do
not complete learning activities (Campanella et
al, 2007).The development of e-Learning materi-
als can be presented as a multi-layered process,
including the following stages:

and simulations can be applied at various stages
(Tabakov, 2008) to provide five approaches for
using technology in learning (Motiwalla, 2007):

a. Intelligent tutoring systems that have at-
tempted to replace the teacher; these have
never been successful due to their limited
knowledge domains
b. Simulation and modeling tools that serve as
learner's assistants or pedagogical agents
embedded in applications that act as mentors
providing advice;
c. Dictionaries, concept maps, learning orga-
nizers, planners and other resource aids that
help learners to learn or organize knowledge
with system tools and resources;
d. Personalized communication aids that can
present materials depending on user abilities
and experience with the system;
e. Simulated classrooms and labs that engage
teachers and learners in an interaction similar
to the real classrooms.

The effect on e-Learning is measured with an
ISS model because it is also one of the information
systems. The e-Learning success model evaluates
e-Learning effectiveness based on the ISS model,
constructivism and self-regulatory efficacy. In
1992 one information systems success (ISS) model
has been suggested that is measured through six
dimensions as was presented in Figure 2.

• Programming specific simulations;

• Building of e-Learning modules;

• Development of e-Learning programs.

These stages most often exist as separate
entities, but the programs will include modules,

Figure 2. ISS model parameters