Information Technology Reference
In-Depth Information
the computer screen. Research has shown that
linear text is often difficult for people to read
from the computer. Hence, learners often have
to reformat the text and print it out for reading,
necessitating the need for a printer. The problems
of invisibility, anonymity and isolation can be dealt
with in several ways. Once more, the key solution
is communication and there are several channels
available to learners. The first is a national help line
where learners can talk to someone trained to give
them advice on their course. Many e-Learners are
also assigned an online tutor who checks on their
progress and can be contacted by e-mail with any
queries or worries. Online message boards and chat
rooms provide learners with the means to contact
and talk to other people doing the same course,
exchanging advice, ideas and encouragement. For
those without access to computer at home or who
require additional support there is a network of
centers across countries. Surely, no engineering
educator would argue against a legitimate teach-
ing method that highly motivates students to learn
their subject matter and promotes student interac-
tion in the process. To witness students achieve
an increased mastery of ideas, while also setting
greater expectations for themselves, would be
fulfilling educators' dreams. Table 1 summarizes
a comparison between e-Learning and traditional
learning (Magoha & Andrew, 2004).
people learns better. ID has unwavering focus
on learning engineering goals, content types,
learners, and technology. Therefore, the use of ID
in e-Learning ensures effective learning design.
Our past experiences show that ID is the sys-
tematic development of instructional specifica-
tions using learning and instructional theory to
ensure the quality of instruction. It is the entire
process of analysis of learning needs and engineer-
ing goals and the development of a delivery system
to meet those needs. It includes development of
instructional materials and activities; and tryout
and evaluation of all instruction and learner activi-
ties. As a discipline, Instructional Design is that
branch of knowledge concerned with engineering
research and theory about instructional strategies
and the process for developing and implementing
those strategies. Nevertheless, this is the science
of creating detailed specifications for the devel-
opment, implementation, evaluation, and mainte-
nance of situations that facilitate the learning of
both large and small units of subject matter at all
levels of complexity (Siemens, 2002). Based on
our teaching experiences, Implementation of this
Table 1. Comparison of e-learning versus con-
ventional engineering learning methods
E-Learning
Traditional engineering
learning mthods
It can relies on learners' and it
is self-motivation
Lecturer always plays a
leading role in motivating
and directing the engineering
students
5. InStructIonAL dESIgn And
EngInEErIng EducAtIon
Assessment of examinations
conduced at learners' place
Assessment and examina-
tions time does not depend on
learners
We believe that the Design and implementation
of e-Learning functionalities in the form of Web
services provides mechanisms to reuse e-Learning
functionalities and to create flexible platforms
that can easily be adapted to the individual needs
of learners. By application of already existing
standards from the field of Web services, func-
tionalities can easily be integrated.
It should be noted that Instructional Design
(ID) is a multi-disciplinary domain that helps
Greater achievement is ex-
pected in number of students
going through engineering
courses
Learner restricted to those at-
tending university or college
Innovative methods required
to reach practical assignments
and experiments
Laboratories readily available
for practical assignments and
experiments
Duration of course normally
decided by the engineering
student
College of engineering has
calendars and set durations
for courses
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