Is It Real Or Is It Memorex: A Distance Learning Experience

Distance learning in engineering education is becoming more prevalent. The literature in educational research extensively covers technology issues. This paper focuses more on the pedagogical issues related to student-instructor interactions, and other issues that both the instructors and students can face in this distance learning environment that are unique and different from the traditional classroom. The constant challenge is to maintain at least the same learning environment as the traditional classroom and, if opportunities arise, enhance the learning environment whenever possible. The venue for discussing these topics is a typical engineering course offering during the summer term of 2006 in the Woodruff School of Mechanical Engineering at Georgia Tech. Background Earning a Master of Science Degree in Mechanical Engineering (MSME) completely through distance learning has been an option at the Woodruff School of Mechanical Engineering at Georgia Tech for about ten years. Since its inception in 1996, nearly 720 graduate students have chosen this option and, to date, approximately 158 individuals have graduated through the program. The admission standards for students applying for the distance learning option are exactly the same as on-campus students. Students participate in the same courses as their on-campus counterparts. There is no distinction in the degree awarded or the annotations on the transcript. The selection of course work for completing the distance learning MSME degree is quite robust. Each term approximately twelve to fifteen courses are offered via the distance option. Exactly like their on-campus colleagues, distance learning graduate students must complete thirty hours of course work (normally 10 courses). This course work must meet the guidelines published in the Georgia Tech General Catalog and the Woodruff School Graduate Handbook to qualify for the awarding of the Master of Science in Mechanical Engineering (MSME) degree. Distance learning and on-campus graduate students register for the same courses and participate in the same lectures. Classes are integrated so that there are no “distance only” course offerings. This common experience captures the sentiment of the title for this paper “Is it Real or is it Memorex?” In this manner, the learning experience for the distance learning and on-campus students is the same. Delivery of the course material to the distance learning students is asynchronous. Historically the completion of graded material for the distance learning students has been on a two-week delay. This delay allows for the delivery of course material and provides some flexibility with the work schedules of the off-campus students who are often working full-time while completing their studies. At the start of the program in 1996, delivery of course material was primarily done by sending video-cassette (VHS) tapes of the lectures. Starting in about 2000, CD-ROMs were often sent as an alternative to VHS tapes. As technology has improved, today more lecture material is directly delivered through the internet in a streaming audio-video format. The lead author’s first experience with conducting a distance delivered course occurred in the summer term of 2006. The purpose of this paper is to discuss pedagogical topics of that experience and to review the ongoing issues faculty members and students face in the distance learning environment. Introduction The course venue described in this paper was a senior-level mechanical engineering elective in structural vibrations. Approximately five graduate students, and forty-five junior and senior undergraduate students, attended the on-campus section. Six distance learning graduate students also completed the course. A course delivery software package called Tegrity® was used to record the lectures. Course notes were captured using a stylus and a tablet PC. A technician recorded the audio and video of the lecture and this material was completely integrated with the course notes. A link to streaming audio-video of the lecture was available through the internet within as little time as one hour after the completion of the session.