A Case Study: Are Traditional Face-To-Face Lectures Still Relevant When Teaching Engineering Courses?

dc.creator	LillAnne Jackson
dc.creator	Shahid Alam
dc.date	2013-12-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:22:44Z
dc.date.available	2015-08-12T11:22:44Z
dc.identifier	10.3991/ijep.v3iS4.3161
dc.identifier	2192-4880
dc.identifier	https://doaj.org/article/8c0691b035e24c329e86cd8f9e0f70b1
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/29471
dc.description	In this rapidly changing age, with virtually all information available on the Internet including courses, students may not find any reason to physically attend the lectures. In spite of the many benefits the online lectures and materials bring to teaching, this drift from the traditional (norm) face-to-face lectures is also creating further barriers, such as difficulty in communicating and building personal relationships, between students and instructor. In this paper we carry out a study that presents and analyzes factors that motivate students to attend a (1) face-to-face instruction in-class versus an (2) online class. This study is based on an anonymous and voluntary survey that was conducted in the School of Engineering at University of Victoria, BC, Canada. This paper presents and shares the detailed results and analysis of this survey that also includes some interesting and useful comments from the students. Based on the results, analysis and comments the paper suggests methodologies of how to improve face-to-face in-class instructions to make them more relevant to the current global information age.
dc.language	English
dc.publisher	kassel university press GmbH
dc.relation	http://online-journals.org/i-jep/article/view/3161
dc.relation	https://doaj.org/toc/2192-4880
dc.rights	CC BY
dc.source	International Journal of Engineering Pedagogy, Vol 3, Iss S4, Pp 9-15 (2013)
dc.subject	Engineering education
dc.subject	global information age
dc.subject	e-learning
dc.subject	students' motivation
dc.subject	face-to-face classes
dc.subject	online classes
dc.subject	case-study
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Engineering (General). Civil engineering (General)
dc.subject	TA1-2040
dc.subject	Technology
dc.subject	T
dc.subject	DOAJ:General and Civil Engineering
dc.subject	DOAJ:Technology and Engineering
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Engineering (General). Civil engineering (General)
dc.subject	TA1-2040
dc.subject	Technology
dc.subject	T
dc.subject	DOAJ:General and Civil Engineering
dc.subject	DOAJ:Technology and Engineering
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Engineering (General). Civil engineering (General)
dc.subject	TA1-2040
dc.subject	Technology
dc.subject	T
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Engineering (General). Civil engineering (General)
dc.subject	TA1-2040
dc.subject	Technology
dc.subject	T
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Engineering (General). Civil engineering (General)
dc.subject	TA1-2040
dc.subject	Technology
dc.subject	T
dc.title	A Case Study: Are Traditional Face-To-Face Lectures Still Relevant When Teaching Engineering Courses?
dc.type	article