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Use of digital technologies in bridging the gap between face-to-face and remote engineering programs
conference contributionposted on 2017-12-06, 00:00 authored by R Vuthuluru, E Lindsay, N Maynard, G Ingram, M Tadé, M Ang, H Vuthaluru
Curtin Chemical Engineering Department has been offering distance education courses providing alternative educational opportunities and pathways to those who cannot physically attend university for traditional classroom activities. In particular, this mode of education is most sought after approach by the industrial personnel wherein non-chemical engineers can appreciate the basic unit operations and enhance their level of understanding while dealing with chemical plant operations. With the objective of closing the gap between two modes of learning, Curtin has recently embarked on incorporating online laboratory and virtual plant exercises as part of assessments enhancing learning outcomes. A case study is presented to show the effectiveness of online programs and their standing compared to the Traditional face-to-face programs in terms of attainment of learning outcomes as well as assessments. More specifically this study addresses the history of distance learning, course structure and four specific areas where digital tools are applied: assessment, interactive tutorials, internet-based experimental activities and virtual reality industrial plants for remote learning. Comparisons of students’ performance in both learning formats of learning indicates that the use of digital technologies have not only bridged the gap but also assisted in completely fulfilling the attainment of student learning outcomes.
Parent TitleProceedings of the 10th International Conference on Remote Engineering and Virtual Instrumentation (REV 2013) : Moving from design to innovation and impact, Sydney, Australia, 6-8 February 2013..
Number of Pages8
PublisherUniversity of Technology Sydney
Place of PublicationSydney, NSW
External Author AffiliationsCurtin University; School of Engineering and Technology (2013- ); TBA Research Institute;