Subject: [IFETS-DISCUSSION:1042] Re: IFETS-DISCUSSION digest 156
From: Raj Gupta (cgrpg@cc.newcastle.edu.au)
Date: Thu 08 Feb 2001 - 06:25:14 MET
Date: Thu, 08 Feb 2001 16:25:14 +1100 From: Raj Gupta <cgrpg@cc.newcastle.edu.au> Subject: [IFETS-DISCUSSION:1042] Re: IFETS-DISCUSSION digest 156
Dear All,
I have been reading most of the mails on the Technology related aspects of
Web-learning/teaching. I am a teacher in Chemical Engineering Department. I would
like to put forward my experience and points:
First of all on apprehension of technology by the students: I tried to run
TOPCLASS in conjunction with face to face lectures. I supplied a number of web
links and asked them to look for a specified number of links related to the topic
(Heat Transfer Equipments). I further asked them prepare critical reports on
these sites including: what is best/useful, what is most interesting. This part
was done by part of the class. Some students submitted the handwritten reports.
However, the effort to run a discussion failed miserably. Partly because of me -
a not so suitable topic, but mostly because of students response. The students
response was poor, as the assessment for using WEB was only 10% of the subject.
I could not put a higher proportion of marks to WEB usage in fear of converting
my Chem Eng subject to a Web learning course. I see this as a big hurdle in
running WEB based teaching in conjunction with face to face teaching for a core
subject such as mine. This hurdle can only be removed if the frame-work of
web-learning is taught in the first year of the University - a step toward
building a on-line learning community. This may not be such a problem with mature
students or a distant learner.
Secondly, I find it requires a lot more effort to build a course on on-line
initially at least. Changing technology or a software does not help much in this.
I would like to know if someone else had similar experience.
Raj Gupta,
Senior Lecturer
Chemical Engineering Department
University of Newcastle
Australia
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