June 14, 2009
June 14, 2009
June 17, 2009
14.263.1 - 14.263.16
Assessment of World Wide Web and Technology Enhanced Learning at Miami University
At Miami University, Distance Education has become a reality in the area of four year mechanical and electromechanical engineering technology B.S. degree completion programs. At present, both the programs have been accredited by ABET. Successful implementation of distance education is a great accomplishment in an era when we are searching for different ways to better serve the needs of non-traditional students. This new learning environment utilizes and encompasses a variety of modern technologies that include World Wide Web and I.V.D.L. (Interactive Video Distance Learning). In addition, certain instructors utilize a variety of well structured independent internet activities known as “Research Reports” and “Tech. Topic Term Papers.” Basically, the principle has been to encourage faculty utilize modern technological innovations in their educational methodologies to supplement, enhance and expand student learning beyond the boundaries of the traditional classroom. In this paper, the author tries to describe his accomplishments at the School of Engineering and Applied Science at Miami University of Ohio.
Researchers have shown that systematic use of technology actually helps instructors address perceptual dimensions of learning. Technology should not be viewed just as a growing trend; rather it must be intelligently implemented as a valuable instructional tool that can accommodate diverse learning styles of 21st century students. (Watkins, 2005). It is important to acknowledge that students learn better when alternative modes of information processing are made available at college campuses. Dr. Walter B. Barbe, a nationally known authority in the fields of reading and learning disabilities has shown that perceptual modality styles provides an indication of an individual’s dominant learning mode. The degree of processing speed, accuracy and retention that an individual is able to accomplish when encountering information depends upon to what extent the medium in which information presented matches his or her learning style. (Barbe & Milone 1980 and 1981). In this presentation, the author describes how he has implemented Barbe’s ideas into his classroom activities and created different learning environments for engineering students.
Leading scholars in the area of Cognitive Science and Educational Methodologies have concluded that it is essential that students need to be taught in a learning environment that enables them to acquire problem-solving skills. The 21st century workplace does not need employees who have just mastered a particular body of
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