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A Blended Web Based Learning Collaborative Approach For A Sedm Course In Manufacturing Engineering

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2010 Annual Conference & Exposition


Louisville, Kentucky

Publication Date

June 20, 2010

Start Date

June 20, 2010

End Date

June 23, 2010



Conference Session

Educational Methods and Technologies

Tagged Division


Page Count


Page Numbers

15.7.1 - 15.7.15

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Paper Authors

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Janus Liang Yung-Ta Institute of Technology and Commerce

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

A Blended Web-based Learning Collaborative Approach for a SEDM Course in Manufacturing Engineering


This research describes the results and implications of a research into the effectiveness of a blended web-based learning collaborative approach on student’s achievement, attitudes towards web-based learning in an SEDM (Sink Electrical Discharge Machining) course. Quantitative and qualitative methodologies are used with participants of this research. Thirty-two students in mechanical engineering, enrolled in an YTIT, represented the study’s experiential and control groups. Pre and post-tools are administered to participants in the two groups in a quasi- experimental design. Instruments (including web-based learning system) to measure dependent variables of the research are developed by the authors in light of relevant previous studies.

The results show that students in the experimental group have higher achievement levels in their post-overall-course-test, comprehensive score, and attitudes towards web-based learning environments to measure compared to those of the control group. The specific design of the course may be responsible for these changes. Future implications and suggestions for engineering educational course are presented.

Keywords: Blended web-based learning, SEDM, Imitated interaction, Media in education


Technology is not new to education as contemporary computer technologies, such as e-learning, allow new types of teaching and learning experiences to flourish. Research shows that the corporate education market has spent 16% in year 2000 on e-learning initiatives and 24% in year 2001 with expected raise in years to follow [1]. Meanwhile, the global e-learning market is US$33.6 billion in 2005 [2]. Already the 2007 U.S. e-learning market is $17.5 billion and the global e-learning market to surpass $52.6 billion by 2010. While Europe and Asia lag on e- learning adoption compared to the United States (U.S. enterprise e-learning adoption accounts for 60 percent of the market, while Europe's accounts for 15 percent), overall usage of e-learning in Asia is expected to reach a compound annual growth rate of 25 percent to 30 percent through 2010, according to the report. Worldwide that rate should hit between 15 percent and 30 percent [3]. The above expenditure acknowledges the advantages of e-learning experiences. These experiences rely mainly on learner-centered approaches where learners are active and positive as they learn from direct and authentic experiences and instructors’ roles change dramatically to facilitators and guides.

In the previous study [4], there are several goals have been achieved by the author: (1) generating a prototype blended SEDM learning architecture to implement the concept; (2) constructing a web-based SEDM practical environment that allows end users to do exercises over the Internet; (3) applying this system in a distance course and creating the evaluating instruments. The purpose of this research, therefore, is to investigate learning effectiveness issue in distance learning environments. Specifically, the present study aimed to achieve this purpose

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