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Session 1347Ã

The Distance Education Dimension and its Application to the EET Curriculum - A Proposed Model

Stephen R. Fleeman, Thomas Lombardo Rock Valley College

Abstract

This paper explores the application of Distance Education (DE) to a curriculum in Electronics Engineering Technology (EET). The ideas discussed could be applied to other engineering and technology disciplines as well. The model presented here is in its design phase and has not yet been implemented. The goal of the authors is to establish a framework for the development of a DE model for an EET curriculum.

I. Introduction

Rock Valley College (RVC) has been exploring asynchronous (anytime/anyplace) learning methods since 1997. Several of our traditional classes have incorporated an asynchronous discussion component. In the spring of 1999, RVC introduced its first set of courses offered entirely over the Internet. These courses appeal to students who have full-time jobs and can’t make the rigid, three- or two-days-per-week structure of a traditional class. For time-bound students, online classes provide an attractive option.

With enrollment trends in many EET programs on the decline, alternate delivery methods are well worth exploring. Some (particularly EET) educators who will dismiss prematurely the idea of a Distance Education format for EET courses. They often admonish proponents with, "You can’t do labs, so it can’t be done". The authors, both practicing engineers in addition to serving as educators, would prefer to take a more open-minded view. Applying DE to a laboratory- based curriculum is challenging, but this is certainly not the first obstacle EET educators have ever faced. The authors envision a "hybrid" delivery method, where the lecture material is completed online, and the lab work is still done in the laboratory. (The intent here is to address the needs of the time-bound student rather than the place-bound student.)

In this paper, we will explore the EET curriculum with respect to the national skill standards1 developed by the Electronic Industries Alliance (EIA)2. Each skill standard will be given a "DE Suitability Rating", a number from 0 to 3, which describes how well the particular skill can be taught via Distance Education. At the extremes, we could say that Ohm’s Law would have a DE rating of 3 (very suitable), while soldering would have a rating of 0 (not at all suitable). Along with the suitability ratings, we will discuss alternate delivery methods which can be used in areas where DE is not suitable, and we will also explore how some of the EIA skills are actually better taught via DE.

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Lombardo, T., & Fleeman, S. R. (2000, June), The Distance Education Dimension And Its Application To The Eet Curriculum A Proposed Model Paper presented at 2000 Annual Conference, St. Louis, Missouri. 10.18260/1-2--8313