Abstract
MATLAB is a software package used by engineers for design, optimisation, visualisation of data, and to simulate and control hardware. There are many important skills that engineering students develop through learning to use MATLAB – the most significant of which is the ability to distil a problem so that it can be solved using a computer algorithm quickly and efficiently. This research is presented as a short case study focusing on the process of transforming a course from a traditional lecture/tutorial-based format to a blended learning experience. Changes to the course structure, learning and teaching methods, and assessment are deconstructed and analysed. Consistent with dual coding and cognitive load theory of multimedia learning, new course materials were developed around a series of screencasts. The blended course design allowed the students to learn MATLAB in an interactive way, at their own pace, and through hands-on experience. Although student performance from before and after the move to blended learning has not yet been formally evaluated, comments made in end-of-course questionnaires and through conversations with academics indicate the new course has been very well received.
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