Technology Adoption in Engineering Design for Distance Education

Technology Adoption in Engineering Design for Distance Education

Amanullah M.T.O. (Deakin University, Burwood, Victoria, Australia), Jaideep Chandran (Deakin University, Burwood, Victoria, Australia) and Alex Stojcevski (Deakin University, Burwood, Victoria, Australia)
Copyright: © 2014 |Pages: 11
DOI: 10.4018/ijqaete.2014040105

Abstract

Technology plays a critical role in delivering modern education to the next generation. Proper and effective use of technology is extremely important especially for distance education. Students who enrol in distance mode have a number of limitations as most of them work full time along with the commitments to the family. Distance education in engineering has its own unique set of challenges; it has to ensure the learning outcomes are met through the content, delivery style and assessment strategies. It also has to ensure the distance students are provided a learning experience at par with on campus students in terms of access to laboratory facilities and hands on experience. The Project Oriented Design Based Learning model drives the learning through a design based project and employs a blended learning environment to address the challenges faced in distance engineering education. This paper discusses technology integration for the distance students based on the Project Oriented Design Based Learning.
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Technology Integration In Distance Education

Technology has always played an important role in the delivery of distance education, the first instance being the use of the correspondence model and the print technology to deliver content and communication between the student and the staff. The second stage involved the use of developed and refined resources which included study guides, selected reading, audio-video course material via tapes and audio/video broadcasting. The use of audio-video resources and broadcast channels provided a more satisfactory performance than the print correspondence but the communication was still asynchronous and the access to material was limited (Harris & Krousgrill, 2008; Taylor, 1996).

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