Development of eContent for Delivery of an Undergraduate Electromagnetic Course

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Nov 12, 2013 (3 years and 8 months ago)

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Development of eContent for Delivery of an


Undergraduate Electromagnetic Course


Using Mobile Devices



Al
-
Zoubi A. Y.,

Princess Sumaya University of Technology,

Jordan,


Ammar Al
-
Atiat,

International Turnkey Systems,

Egypt.

Distance

Learning

eLearning

Mobile

Learning

Web
-

Based

Learning

Computer
-

Based

Learning

CD
-
ROM

Based

Learning

Many universities worldwide are re
-
examining their tools and

methodologies for creating and delivering

educational

material.

In particular, engineering and science education requires a great

deal of animation and simulation in order to reach into the

students minds.


The electromagnetic course, for example, is one of the most


difficult subjects to teach, both for students and lecturers,


because it requires an understanding of complex mathematics


to solve complicated electric and magnetic field problems.




Very few textbooks and course syllabi have deviated from the


traditional approach.



Electromagnetics is taught today much as it has been taught for the


last several decades.



Yet, no body has seen the electron or touched the wave.


The student needs to
visualize the problem

and its associated

conditions to be able to solve the equations and then to

understand the solutions for the variation and propagation of

electromagnetic fields
.


The EM course is delivered at PSUT in a variety of blended learning


ways. These including text,
equations
,
simulation

and

animations



of
problem formulation
and solving.


eLearning is seen as a strong contender to become the technology

of choice for students and faculty at leading Universities.


Thus, an EM course module was designed at PSUT, as a pilot project.


The design was based on the standard (analysis, design, development,


implementation and evaluation) method.


Several work sessions had been conducted between the

subject matter expert and the instructional designer to cover:



needs analysis,



target audience,



technology issues,



current infrastructure for deployment, learning objectives

and instructional goals and content analysis.

EM eContent


The mobile communication industry has evolved exponentially in the

past decade. It has added a lot of functionality to the simple mobile

phone to open up a new era to users.


Mobile learning will enable access to all kinds of resources.


Advancement as such can also be used to assist people to learn on


an “Anytime, Anywhere” basis.


The Four Screens Developed for Coulomb’s Law lesson.



Mobile Learning Version of Line Charge Problem Formulation.

A research was conducted in the first quarter of 2007 to collect


feedback and analyze students and teachers awareness on


mLearning. An online questionnaire was setup containing


questions ranging from acceptance of the EM eCourse to devices


used for mLearning:

1
-

Factors that Influence the Choice of a Mobile Device for Use,

2
-

Mobile Learning Platform,

3
-

Services Offered by Mobile Learning.



The questionnaire consisted of 24 questions addressed over 2700


emails for professors in the 22 universities, and 415 student. Only 137


professors and students responded of whom 41.61% were student


and 51.83% were lecturers and researchers. Almost all possessed a


mobile phone while only 15.33% possessed a handheld computer or a


PDA.

Degree of
Importance

Screen
Size

Weight

Wireless
Capabilities

Input
Methods

Processi
ng Power

Battery
Life

1 (not
important)

2.19

2.92

3.65

2.19

1.46

1.46

2

4.38

5.84

2.92

2.19

1.46

0.73

3

10.22

21.90

6.57

24.82

16.06

10.95

4

18.25

23.36

26.28

27.01

27.74

21.17

5 (very
important)

59.12

37.96

53.28

35.77

45.26

58.39

Table (1)
The Percentage Degree of Importance of the


of the Factors that Influence the Choice of a Mobile Device for Use in


a Mobile Learning Environment.

Degree of
Importance

User

Friendliness

Speed of

Download

Cost

Graphics

Edutainment

Variety

1 (not
important)

2.92

0.73

0.00

0.73

2.19

0.73

2

5.11

2.92

2.19

3.65

10.95

5.11

3

11.68

8.03

10.95

16.06

16.79

18.25

4

29.93

23.36

19.71

29.93

33.58

36.50

5 (very
important)

41.61

56.20

58.39

40.15

26.28

30.66

Table (2) The Percentage Degree of Importance of the


Mobile Learning Platform.

Degree of
Importance

Accessing
notes

Notification

of events

Interaction

Quizzes

Comm.

with
lecturers

Comm.

with
peers

Add or drop
courses

1 (not
important)

2.92

0.00

3.65

1.46

2.19

0.73

1.46

2

2.19

4.38

7.30

8.76

3.65

8.03

7.30

3

13.87

11.68

21.90

21.17

20.44

19.71

21.17

4

23.36

29.20

30.66

38.69

28.47

31.39

21.17

5 (very
important)

48.18

45.26

27.01

19.71

35.04

29.20

37.23

Table (3) The Percentage Degree of Importance of the Services Offered


Through the Use of Mobile Learning.

Results reveal that:


1
-

screen size and resolution and battery life were the most
important factors that influence the choice of a mobile device used
in a mobile learning environment



2
-

the speed and cost of downloading new content were the most
important features of the mobile learning platform,


3
-

its user friendliness and graphics capabilities such as videos,
audios and illustrations in the course content were less important,


4
-

half of the sample considered accessing notes and course content
as the most important of the function and services expected from
the use of mobile learning,

The development of mobile learning is not intended to replace the


classroom learning, but rather to offer another way to deliver content


and to embed learning into daily life.


Thank you

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