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Enhancement Of Traditional And Distance Learning Through Hybrid E Learning Approach

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Conference

2008 Annual Conference & Exposition

Location

Pittsburgh, Pennsylvania

Publication Date

June 22, 2008

Start Date

June 22, 2008

End Date

June 25, 2008

ISSN

2153-5965

Conference Session

Collaborative & New Efforts in Engineering Education

Tagged Division

International

Page Count

12

Page Numbers

13.535.1 - 13.535.12

DOI

10.18260/1-2--4106

Permanent URL

https://peer.asee.org/4106

Download Count

94

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Paper Authors

biography

Asad Azemi Pennsylvania State University

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Asad Azemi is an associate professor of Engineering at Penn State University. He has received his B.S. degree from UCLA in 1982, M.S. degree from Loyola Marymount University in 1985, and Ph.D. degree from University of Arkansas in 1991. His professional interests are in nonlinear stochastic systems, signal estimation, biocomputing, and use of computers and related technologies in undergraduate and graduate education to improve and enhance teaching and learning.

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

Enhancement of Traditional and Distance Learning through Hybrid e-learning Approach

Abstract - The usefulness of hybrid delivery in education has long been realized and with the advancement of computer and communication technologies and the introduction of Web based authoring tools its effectiveness has been further extended. In this work we focus of hybrid e- learning. We refer to hybrid e-learning as those works that utilize courseware modules with an e-learning approach and a mixed delivery system. The main characteristic of a hybrid e-learning delivery model is a reduced face-to-face traditional delivery model complemented by e-lectures. Hybrid e-learning comes in two formats, one with reduced traditional lectures and the other one with virtual face-to-face delivery. Our focus in this paper is hybrid e-learning with virtual face- to-face delivery and will be referred to as hybrid e-learning. Furthermore, a variation of hybrid e-learning where students are given the choice of attending a class via a synchronous online delivery system, as well as traditional face-to-face, will be referred to as flexible delivery. The recommendations given in our work can enhance both traditional and distance learning schemes and can be used as an effective communication model for collaborative research-projects where participants are not from the same geographical area.

Introduction

Clearly, the advancement/affordability of computer and communication technologies during the past decade has had major effects on our everyday life, especially in the rapid growth and usage of the Internet. Online learning offers the prospect of direct delivery of learning to existing learners and to groups traditionally excluded by personal circumstances from institutional learning 1-5. In this regard, it has affected the traditional distance-learning format by transforming it from a static videotape delivery to a more dynamic format by adding/substituting the web as the delivery media. It should be pointed out that although many teachers are attracted by the scope that the medium has to offer, there are still many questions that have not been fully answered. Among these are: How effective is e-learning? Does this approach really amount to anything more than doing what was previously done but doing it faster, on a greater scale and for more people? Does this new approach add any value to the learning experience? The financial consideration and wider access are, of course, desirable in themselves. To add to the confusion there are also conflicting reports about how successful the web-based learning environment is in meeting student expectations and needs. While some studies reported high levels of student satisfaction with this mode of course delivery 6-8, others found that students preferred the more familiar classroom-based environment 9-10. Some of the difficulties associated with web-based learning, as reported by students, included the feeling of isolation due to a lack of interaction with peers or faculty, lack of prompt feedback about processes and progress in the course and a need for them to better manage their time in order keep abreast of the course requirements 11-14. It is our belief that there should not be a distinction between e-learning and learning and most of the problems/questions associated with e-learning are related to lack of integration of learning styles in e-learning based courses. However, designing an effective e-learning course, which includes different learning styles, is not an easy task 4. It is time consuming and expensive. We

Azemi, A. (2008, June), Enhancement Of Traditional And Distance Learning Through Hybrid E Learning Approach Paper presented at 2008 Annual Conference & Exposition, Pittsburgh, Pennsylvania. 10.18260/1-2--4106

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