A Synchronous Distance Learning program implementation in engineering and mathematics

Abstract

Distance learning is increasingly seen by many institutions as an efficient and economical method for expanding educational programs to remote locations in hopes of increasing student enrollments by reaching beyond limited geographic areas of coverage. However, the introduction of distance learning into a traditional program requires changes that directly or indirectly affect several aspects of the educational program well beyond student enrollment. Teaching quality, teaching methods, faculty workloads, student satisfaction, and student perception of instructor efficiency are also impacted. Some effects of Synchronous Distance Learning (SDL) on many areas of operation of an educational program can be effectively measured and the success of the SDL implementation can be assessed. The results of this research are useful in assisting educational institutions considering SDL as an option for expanding their offerings. The stated improvements and goals of the expansion may have indirect effects that must also be considered but are rarely foreseen or taken into account during the planning and design phases. This article concentrates on SDL in engineering and mathematics but its findings are applicable to other disciplines as well.