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Abstract

This study reports on the problems encountered in the development and deployment of an asynchronous web-based associate degree in electrical/electronics engineering technology (EET), and the effective solutions of these problems. The implementation of hands-on laboratory experiments and effective training material will be discussed. The instructional techniques and tools used to develop animated graphics and to incorporate them in the courseware will be described. The use of videoconferencing as a tool to bridge the distance between the students and the instructor in chat sessions has been successfully incorporated in the courses offered in this degree. Illustration of live videoconferencing in chat sessions will be presented. A comparative analysis of student learning outcomes and student satisfaction in the web based sections and in the in-person instruction will be discussed.

Introduction

The use of the World Wide Web for educational applications has increased tremendously in recent years. With the Internet becoming user friendly and learners being savvy in its usage, exchanging information has become easy by interfacing with communication tools such as audio, video, rich text, animations, and chat. By integrating the Internet with other tools and using the benefits of networks, a transformation in education occurs, resulting in an online educational process that can provide quality education at any time and without being place bound.

Online learning moves knowledge from the classroom to knowledge everywhere1. According to a report by the Sloan Consortium, an organization for colleges’ online programs, in 2004 there were 2.3 million people registered for one or more online courses. In 2005, enrollment jumped to 3.2 million—a 40% increase. Similarly, a report by Eduventures, a consulting firm focused on education, notes that about 50% of the people who want to enroll in post-secondary education prefer online programs that take learners beyond the limitations of institutions, reducing geographical boundaries and prescribed class time. Industry forecasts predict 100% annual growth.2

As noted by authors in3, studies have shown that student participation and motivation is different for an online course. There are a number of attributes that online courses address, including the following:

• Some students are independent learners and may be more productive online. • Some students (such as those with a fear of speaking in front of peers) are apt to participate more in class discussions if done online. • Motivated by a busy schedule, students are able to complete coursework on their own time.

Online courses are suitable for self-motivated students who like to learn at their own pace as observed by our student survey results and as observed in4. Online learning is especially the answer to non-traditional learners with full-time jobs, business travelers, and those with family responsibilities. The Sloan Consortium reports5 the following:

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RAJAGOPAL, C. (2008, June), Distance Learning Delivery Of A Web Based Degree In Electrical/Electronics Engineering Technology, Which Incorporates Hands On Laboratory Experiments And Real Time Video Paper presented at 2008 Annual Conference & Exposition, Pittsburgh, Pennsylvania. 10.18260/1-2--4482