eLearning hands-on: blending interactive eLearning with practical engineering laboratory

Author(s):

Cheddi Kiravu, (Department of Electrical Engineering, University of Botswana, Gabarone, Botswana ) (Institute of Environmental Science and Technology (ICTA), Autonomous University of Barcelona, Barcelona, Spain)

Kamen M. Yanev, (Department of Electrical Engineering, University of Botswana, Gabarone, Botswana )

Moses O. Tunde, (Department of Mining, Energy and Geological Engineering, Botswana International University of Science and Technology, Palapye, Botswana )

Anna M. Jeffrey, (Department of Electrical Engineering, University of Botswana, Gabarone, Botswana )

Dirk Schoenian, (Department of Education, Lucas-Nuelle GmbH, Kerpen, Germany )

Ansel Renner, (Institute of Environmental Science and Technology, Autonomous University of Barcelona, Barcelona, Spain )

...Show all authors

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.

Keywords:

Interactivity, eLearning, Engineering, Experimentation, Lucas-Nuelle, Mathematica

Type:

Research paper

Publisher:

Emerald Group Publishing Limited

Received:

21 July 2016

Accepted:

07 September 2016

Copyright:

© Emerald Group Publishing Limited 2016
Published by Emerald Group Publishing Limited
Licensed re-use rights only

Citation:

Cheddi Kiravu, Kamen M. Yanev, Moses O. Tunde, Anna M. Jeffrey, Dirk Schoenian, Ansel Renner, (2016) "eLearning hands-on: blending interactive eLearning with practical engineering laboratory", The International Journal of Information and Learning Technology, Vol. 33 Issue: 5, pp.278-299, https://doi.org/10.1108/IJILT-07-2016-0023

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