Collection

1998 Annual Conference

Authors

James Rehg

Session 2247 Developing Web-Based Courses Using an Online Development Guide and Templates James A. Rehg Penn State AltoonaAbstractThe impact of the web on engineering and engineering technology education is difficult topredict, but it is safe to say that instructional delivery will change as a result of Internettechnology. This paper describes how a traditional engineering technology course can beconverted to web delivery using fourteen prepared HTML templates. Seven of the templates usestandard HTML scripts, and seven use some advanced

Collection

1998 Annual Conference

Authors

Susan L. Miertschin; Carole E. Goodson

courses included thefollowing:1. A course syllabus provided a basic organizational framework. In most ways the syllabus was comparable to a traditional course syllabus, providing text book references, homework assignments and dates for course completion. An added feature was links to WEB references, keyed to each topic, that provided additional instruction in the topic.2. Solutions to selected problems were presented. This feature is probably particularly important for an on-line course where it is not feasible for students to obtain in person assistance every time.3. Course projects and assignments were developed using web resources Through the web, students have access to numerous government, business and educational data bases; in

Collection

1998 Annual Conference

Authors

Jon A. Leydens

Page 3.586.3complexity and a progression in focus from self to community. 3Cognitive ComplexityThis syllabus builds on the skills learned in previous essays so that students will use the thinkingskills they learn in the first section in the second section, the skills they learn in the first andsecond sections in the third, and so on. It also “builds” in the sense that students are usinggradually more complex skills as the course progresses—from knowledge and comprehensionskills in the early essays to application, analysis, synthesis, and evaluation skills in the laterreports.Progression in Focus from Self to CommunityThe syllabus also builds from I

Collection

1998 Annual Conference

Authors

Stephen E. Aylor

incorporate as many of Blooms learning styles as our faculty can include intheir courses.Asynchronous Learning Networks (ALN) at Kettering have these basic assumptions:y ALN's are learning environmentsy ALN's can be entire courses or components of coursesy ALN's use technology as a delivery mechanismIt has been determined that for ALN’s to be effective they must include the following: [2]y structured learner-supportive activitiesy technology mediationy interactive or collaborative activitiesy mandatory or optional learner participationy substantial content resourcesy useful but not necessary information and or activitiesy ‘stuff on the Web’y computer networksy collaborative activitiesy mandatory learner participationy online syllabus, other course

Collection

1998 Annual Conference

Authors

Henry W. Kraebber

MFG-INFO from Michigan State University).Student response to the growing use of e-mail has been very positive. 97% of the students I workwith in undergraduate and graduate courses reported that they liked sending and receivingmessages with the instructor. E-mail communication saves the students and faculty time.Problems related to inconvenient office hours and "telephone tag" have been greatly reduced.The use of instructor developed "course pages" on the available on the World Wide Web hasbeen a new development during the fall semester of 1997. The growing list of new web basedcourse documents includes:• A syllabus "home page" for each course.• A posting of the latest version of the daily course plan.• Creation of a "links to other sites