REDEFINING 'DISTANCE' EDUCATION: INCREASING DIVERSITY, ACCESSIBILITY, AND/OR CLASSROOM PARTICIPATION IN ENGINEERING COURSES ON A TIME, FINANCIAL AND TECHNOLOGY SHOESTRING

摘要

This paper presents four semesters of methodology and results, some expected, some unexpected, from using Tablet PC technology and appropriate software tools to teach an introductory problem solving programming course for second-year engineering majors. The methods used provide both real and virtual seats in the same course with real student asynchronous world-wide participation at very minimal personal, personnel, technology, and time costs for both students and instructors. The results are overwhelmingly positive and the methods can be applied to all or parts of multiple courses and curricula. There is definite applicability to K-12 outreach programs as well as community/junior college collaborative programs. Issues addressed include learning styles, under-represented minority participation, student peer support and collaboration, student classroom participation, budgetary and personnel resources, computer grading, and course management systems. Methods and technologies involved will be used and demonstrated during the presentation.