eLearning hands-on

blending interactive eLearning with practical engineering laboratory

Cheddi Kiravu, Kamen M. Yanev, Moses O. Tunde, Anna M. Jeffrey, Dirk Schoenian, Ansel Renner

    Research output: Contribution to journalArticle

    1 Citation (Scopus)

    Abstract

    Purpose: Integrating laboratory work into interactive engineering eLearning contents augments theory with practice while simultaneously ameliorating the apparent theory-practice gap in traditional eLearning. The purpose of this paper is to assess and recommend media that currently fulfil this desirable dual pedagogical goal. Design/methodology/approach: The qualitative approach compares the eLearner-content interactivity deriving from Mathematica’s Computable Document File (CDF) application, Pearson’s myLab and Lucas-Nuelle’s UniTrain-I. Illustrative interactive examples written in JavaScript and Java are thereby drawn from an engineering eLearning course developed at the University of Botswana (UB). Findings: Based on its scientific rigour, wide application scope, engineering analytical depth, minimal programming requirements and cross-subject-cum-faculty application and deployment potential, the authors found the CDF to be a versatile environment for generating dynamically interactive eLearning contents. The UniTrain-I, blending a multimedia information and communication technology (ICT)-based interactive eLearner-content philosophy with practical laboratory experimentation, is recommended for meeting the paper’s dual eLearning goal as the most adept framework to-date, blending dynamic interactive eLearning content with laboratory hands-on engineering experimentation. Research limitations/implications: The lack of other competing frameworks limited the considerations to only the three mentioned above. Consequently, the results are subject to review as the ongoing research advances new insights. Originality/value: The conclusions help eLearning designers plan ICT-based resources for integration into practical electrical engineering eLearning pedagogy and both CDF and UniTrain-I help dispel the prevailing apparent disquiet regarding the effectiveness of the eLearning-mediated electrical engineering pedagogy. In addition, the cited examples document an original electrical engineering eLearning course developed at the UB.

    Original languageEnglish
    Pages (from-to)278-299
    Number of pages22
    JournalInternational Journal of Information and Learning Technology
    Volume33
    Issue number5
    DOIs
    Publication statusPublished - 2016

    Fingerprint

    Electrical engineering
    engineering
    electrical engineering
    Botswana
    communication technology
    information technology
    Communication
    theory-practice
    interactive media
    multimedia
    programming
    lack
    methodology
    resources
    Values

    All Science Journal Classification (ASJC) codes

    • Education
    • Computer Science Applications

    Cite this

    Kiravu, Cheddi ; Yanev, Kamen M. ; Tunde, Moses O. ; Jeffrey, Anna M. ; Schoenian, Dirk ; Renner, Ansel. / eLearning hands-on : blending interactive eLearning with practical engineering laboratory. In: International Journal of Information and Learning Technology. 2016 ; Vol. 33, No. 5. pp. 278-299.
    @article{8d09e0c53de147a09ac27fd022aec3d9,
    title = "eLearning hands-on: blending interactive eLearning with practical engineering laboratory",
    abstract = "Purpose: Integrating laboratory work into interactive engineering eLearning contents augments theory with practice while simultaneously ameliorating the apparent theory-practice gap in traditional eLearning. The purpose of this paper is to assess and recommend media that currently fulfil this desirable dual pedagogical goal. Design/methodology/approach: The qualitative approach compares the eLearner-content interactivity deriving from Mathematica’s Computable Document File (CDF) application, Pearson’s myLab and Lucas-Nuelle’s UniTrain-I. Illustrative interactive examples written in JavaScript and Java are thereby drawn from an engineering eLearning course developed at the University of Botswana (UB). Findings: Based on its scientific rigour, wide application scope, engineering analytical depth, minimal programming requirements and cross-subject-cum-faculty application and deployment potential, the authors found the CDF to be a versatile environment for generating dynamically interactive eLearning contents. The UniTrain-I, blending a multimedia information and communication technology (ICT)-based interactive eLearner-content philosophy with practical laboratory experimentation, is recommended for meeting the paper’s dual eLearning goal as the most adept framework to-date, blending dynamic interactive eLearning content with laboratory hands-on engineering experimentation. Research limitations/implications: The lack of other competing frameworks limited the considerations to only the three mentioned above. Consequently, the results are subject to review as the ongoing research advances new insights. Originality/value: The conclusions help eLearning designers plan ICT-based resources for integration into practical electrical engineering eLearning pedagogy and both CDF and UniTrain-I help dispel the prevailing apparent disquiet regarding the effectiveness of the eLearning-mediated electrical engineering pedagogy. In addition, the cited examples document an original electrical engineering eLearning course developed at the UB.",
    author = "Cheddi Kiravu and Yanev, {Kamen M.} and Tunde, {Moses O.} and Jeffrey, {Anna M.} and Dirk Schoenian and Ansel Renner",
    year = "2016",
    doi = "10.1108/IJILT-07-2016-0023",
    language = "English",
    volume = "33",
    pages = "278--299",
    journal = "International Journal of Information and Learning Technology",
    issn = "2056-4880",
    publisher = "Emerald Group Publishing Ltd.",
    number = "5",

    }

    eLearning hands-on : blending interactive eLearning with practical engineering laboratory. / Kiravu, Cheddi; Yanev, Kamen M.; Tunde, Moses O.; Jeffrey, Anna M.; Schoenian, Dirk; Renner, Ansel.

    In: International Journal of Information and Learning Technology, Vol. 33, No. 5, 2016, p. 278-299.

    Research output: Contribution to journalArticle

    TY - JOUR

    T1 - eLearning hands-on

    T2 - blending interactive eLearning with practical engineering laboratory

    AU - Kiravu, Cheddi

    AU - Yanev, Kamen M.

    AU - Tunde, Moses O.

    AU - Jeffrey, Anna M.

    AU - Schoenian, Dirk

    AU - Renner, Ansel

    PY - 2016

    Y1 - 2016

    N2 - Purpose: Integrating laboratory work into interactive engineering eLearning contents augments theory with practice while simultaneously ameliorating the apparent theory-practice gap in traditional eLearning. The purpose of this paper is to assess and recommend media that currently fulfil this desirable dual pedagogical goal. Design/methodology/approach: The qualitative approach compares the eLearner-content interactivity deriving from Mathematica’s Computable Document File (CDF) application, Pearson’s myLab and Lucas-Nuelle’s UniTrain-I. Illustrative interactive examples written in JavaScript and Java are thereby drawn from an engineering eLearning course developed at the University of Botswana (UB). Findings: Based on its scientific rigour, wide application scope, engineering analytical depth, minimal programming requirements and cross-subject-cum-faculty application and deployment potential, the authors found the CDF to be a versatile environment for generating dynamically interactive eLearning contents. The UniTrain-I, blending a multimedia information and communication technology (ICT)-based interactive eLearner-content philosophy with practical laboratory experimentation, is recommended for meeting the paper’s dual eLearning goal as the most adept framework to-date, blending dynamic interactive eLearning content with laboratory hands-on engineering experimentation. Research limitations/implications: The lack of other competing frameworks limited the considerations to only the three mentioned above. Consequently, the results are subject to review as the ongoing research advances new insights. Originality/value: The conclusions help eLearning designers plan ICT-based resources for integration into practical electrical engineering eLearning pedagogy and both CDF and UniTrain-I help dispel the prevailing apparent disquiet regarding the effectiveness of the eLearning-mediated electrical engineering pedagogy. In addition, the cited examples document an original electrical engineering eLearning course developed at the UB.

    AB - Purpose: Integrating laboratory work into interactive engineering eLearning contents augments theory with practice while simultaneously ameliorating the apparent theory-practice gap in traditional eLearning. The purpose of this paper is to assess and recommend media that currently fulfil this desirable dual pedagogical goal. Design/methodology/approach: The qualitative approach compares the eLearner-content interactivity deriving from Mathematica’s Computable Document File (CDF) application, Pearson’s myLab and Lucas-Nuelle’s UniTrain-I. Illustrative interactive examples written in JavaScript and Java are thereby drawn from an engineering eLearning course developed at the University of Botswana (UB). Findings: Based on its scientific rigour, wide application scope, engineering analytical depth, minimal programming requirements and cross-subject-cum-faculty application and deployment potential, the authors found the CDF to be a versatile environment for generating dynamically interactive eLearning contents. The UniTrain-I, blending a multimedia information and communication technology (ICT)-based interactive eLearner-content philosophy with practical laboratory experimentation, is recommended for meeting the paper’s dual eLearning goal as the most adept framework to-date, blending dynamic interactive eLearning content with laboratory hands-on engineering experimentation. Research limitations/implications: The lack of other competing frameworks limited the considerations to only the three mentioned above. Consequently, the results are subject to review as the ongoing research advances new insights. Originality/value: The conclusions help eLearning designers plan ICT-based resources for integration into practical electrical engineering eLearning pedagogy and both CDF and UniTrain-I help dispel the prevailing apparent disquiet regarding the effectiveness of the eLearning-mediated electrical engineering pedagogy. In addition, the cited examples document an original electrical engineering eLearning course developed at the UB.

    UR - http://www.scopus.com/inward/record.url?scp=84992126957&partnerID=8YFLogxK

    UR - http://www.scopus.com/inward/citedby.url?scp=84992126957&partnerID=8YFLogxK

    U2 - 10.1108/IJILT-07-2016-0023

    DO - 10.1108/IJILT-07-2016-0023

    M3 - Article

    VL - 33

    SP - 278

    EP - 299

    JO - International Journal of Information and Learning Technology

    JF - International Journal of Information and Learning Technology

    SN - 2056-4880

    IS - 5

    ER -