Impact of Integrated E-learning: Traditional Approach to Teaching Engineering Perspective Courses

Lina Nageb Fewella,Laila Mohamed Khodeir,Abeer Hamed Swidan

doi:10.3991/ijep.v11i2.17777

Lina Nageb Fewella, Laila Mohamed Khodeir + Show 1 more

Open Access

https://doi.org/10.3991/ijep.v11i2.17777

Copy DOI

Abstract

Abstract— The teaching process of engineering perspective course (EP) generally faces several challenges awing to the nature of the course, the required skills and the large number of students. Thus, this paper aimed to examine the impact of applying an integrated E-Learning -traditional approach on teaching the Engineering Perspec-tive (EP) course based on an online system; namely Google Class-room Application. The impact of the proposed teaching approach was evaluated on 130 students of the faculty of applied arts, Damietta University during the first semester of the academic year 2019-2020. A questionnaire was designed and administrated online to explore students’ feedback on the implemented approach. Results revealed that the students mainly preferred the proposed approach for its tech-nical feasibility and positive effect on their academic achievement. The study ended up with a suggested framework that was designed for applying integrated approach in a comprehensive manner.

Highlights

Lectures were the dominant mode of education since the creation of universities for decades [1]
This paper examines the impact of applying a traditional integrated E-learning approach to the teaching of the Engineering Perspective (EP) course based on an online system, namely the Google Classroom application
The Students evaluated the impact of the traditional approach of integrated Elearning on teaching Engineering Perspective course

Summary

Introduction

Lectures were the dominant mode of education since the creation of universities for decades [1]. Traditional teachings i.e., based on lectures, are considered passive modes of instruction because they discourage students from critically reviewing the information provided. Focusing solely on face-to-face interaction does not provide space for interactive learning, and does not allow students to develop high-level analytical skills [2]. Technological developments have been critical to teaching and learning strategies in higher education [3]. The use of mobile technology to provide, promote and enhance teaching and learning has been defined as E-learning. Cell phone technologies can be integrated into higher education as a new educational approach [6]. The integration of faceto-face approaches will enhance the educational experience that is both interactive and communicative with measurable learning outcomes [2]. *learning about the different types of perspectives.

Objectives

Methods

Results

Conclusion