Embedding Online Based Learning Strategies Into the Engineering Technology Curriculum

Abstract

Various blended learning strategies have been implemented at engineering technology programs to facilitate different learning styles and different time constraints given to faculty. Some of these efforts are related to the effective use of online tools such as online course management systems, ePortfolios, narrated presentations, web-based polling systems, tutorials and educational materials posted before the class and asynchronous learning methods. As technology changes, some of the online learning methods are getting more advanced which is enabling more innovative approaches and data compression. Various distance learning programs started with having access to videos of recorded lectures (on VHS tapes, or CDs) and further they went to use of new media which followed the use of online based strategies such as online management systems, use of social media, podcasts, and other means of communication to deliver the instruction. It became easier to share videos to a wider audiences and enable easier access to state of the art in development in new engineering areas. Accessing pre-recorded educational modules is now easier with new wireless gadgets, with widespread networking capabilities on campuses and outside the campus. In this way, students have opportunities to spend more time in interacting with faculty in class, not only in their assigned office hours. These teaching and learning methods are emphasizing a not so new educational principle, the Socratic method. This concept is especially important for universities with diverse student population which include working adult student population, students who are with the military, students who have families and all other which are non-traditional students who do not live on campus. In this paper, embedding online based learning strategies into the classroom efforts in Engineering Technology department at one midsize institution is discussed.