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dc.contributor.authorVuthaluru, Rupa
dc.contributor.authorLindsay, E.
dc.contributor.authorMaynard, Nicoleta
dc.contributor.authorIngram, Gordon
dc.contributor.authorTade, Moses
dc.contributor.authorAng, Ha-Ming
dc.contributor.authorVuthaluru, Hari
dc.contributor.editorIEEE
dc.date.accessioned2017-01-30T14:02:45Z
dc.date.available2017-01-30T14:02:45Z
dc.date.created2014-01-15T20:00:54Z
dc.date.issued2013
dc.identifier.citationVuthaluru, Rupa and Lindsay, Euan and Maynard, Nicoleta and Ingram, Gordon and Tade, Moses and Ang, Ha-Ming and Vuthaluru, Hari. 2013. Use of digital technologies in bridging the gap between face-to-face and remote engineering programs, in IEEE (ed), 10th International Conference on Remote Engineering and Virtual Instrumentation (REV), Feb 6-8 2013. Sydney, NSW: Institute of Electrical and Electronics Engineers ( IEEE ).
dc.identifier.urihttp://hdl.handle.net/20.500.11937/37429
dc.description.abstract

Curtin’s Chemical Engineering Department has been offering distance education/online 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 a most sought-after approach by 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 the two modes of learning, Curtin has recently embarked on incorporating online laboratory and virtual plant exercises as part of its assessments to enhance learning outcomes. A case study is presented to show the effectiveness of online programs and their standing compared to the traditional graduate 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 indicate that the use of digital technologies have not only bridged the gap but also assisted in fulfilling the attainment of student learning outcomes.

dc.publisherInstitute of Electrical and Electronics Engineers ( IEEE )
dc.relation.urihttp://ieeexplore.ieee.org/stamp/stamp.jsp?arnumber=06502888
dc.subjectdistance education
dc.subjectgraduate attributes
dc.subjectremote labs
dc.subjectvirtual plants
dc.subjectonline
dc.titleUse of digital technologies in bridging the gap between face-to-face and remote engineering programs
dc.typeConference Paper
dcterms.source.titleProceedings of the 10th International Conference on Remote Engineering and Virtual Instrumentation (REV)
dcterms.source.seriesProceedings of the 10th International Conference on Remote Engineering and Virtual Instrumentation (REV)
dcterms.source.isbn978-1-4673-6346-4
dcterms.source.conference10th International Conference on Remote Engineering and Virtual Instrumentation (REV)
dcterms.source.conference-start-dateFeb 6 2013
dcterms.source.conferencelocationSydney, NSW
dcterms.source.placeAustralia
curtin.note

Copyright © 2013 IEEE. Personal use of this material is permitted. Permission from IEEE must be obtained for all other uses, in any current or future media, including reprinting/republishing this material for advertising or promotional purposes, creating new collective works, for resale or redistribution to servers or lists, or reuse of any copyrighted component of this work in other works.

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curtin.accessStatusOpen access


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