June 12, 2005
June 12, 2005
June 15, 2005
10.1280.1 - 10.1280.7
The Effectiveness Analysis of the Online Tools for Engineering Faculty Needs
Ismail Fidan1, Jianbiao Pan2, Leijun Li3 1 Tennessee Tech University, Cookeville, TN 38505/ 2 California Polytechnic State University, San Luis Obispo, CA 93407/ 3 Utah State University, Logan, UT 84322
As the use of Internet is increasing dramatically, many faculty members are using it in their teaching, research, and services. The Internet also provides faculty easy access to employee benefits and other information. Many universities are using or plan to use online teaching. Lately, many editorial and funding agencies have also started to initiate online review and decision-making system. These systems have eased the burden on both reviewers and agencies. In this study, a survey was prepared and conducted to investigate the effectiveness of the online tools for faculty needs in authors’ institutions and some other United States universities. The current online tool practices are presented and survey findings are summarized in this paper.
Nowadays faculty members spend most of their time in front of computers and rely on the electronic communication via Internet for their daily work. The use of technology, in particular the Internet, has changed and will continue to change the conventional engineering education regarding the roles of faculty members at all levels including teaching, research, and service1. This paper first presents the online teaching, research and service practices. Then the survey findings are summarized.
2. State of the Art
2.1 Online Teaching Practices
One of the missions for faculty members is to educate their students the best way possible. Their teaching techniques should challenge, educate, and promote the students' innovative thinking2. The lecture-based format of teaching, which currently predominates in engineering education, may not be the best way to achieve these goals3. Through the lecture method, an instructor introduces students to course work by producing notes on a chalkboard or overhead projector. The instructor then hopes that students can regurgitate this collected information on their homework or examinations. Some classes have accompanied laboratory practices where students can gain hands-on experience. However, the lecture-based teaching may not meet all students’
“Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Education”
Li, L., & Pan, J., & Fidan, I. (2005, June), The Effectiveness Analysis Of The Online Tools For Engineering Faculty Needs Paper presented at 2005 Annual Conference, Portland, Oregon. https://peer.asee.org/15241
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