A model for supporting electrical engineering with e-learning

The overall goal of this research work was developing and evaluating a model for supporting electrical engineering with e-learning. The model development was based on the survey data collected from representative teachers and students in Turkey whereas the model evaluation was conducted in the relevant HEIs in Turkey and the United Kingdom. To develop the model, the study investigated the attitudes of representative key stakeholders towards e-learning in Turkey by administrating questionnaires and interviews with teachers and students. Then the responses of the teachers and students were compared. Based on the results, I proposed a model with a multi-dimensional approach to e-learning: (1) self-directed learning by studying e-book, (2) self-assessment by solving e-exercises, (3) teacher-directed learning by attending classroom sessions as an integral part of the blended learning (4) teacher-assessment by solving e-exercises, (5) computer-directed learning by playing e-games and (6) computer-assessment by solving e-exercises. To evaluate the applicability of the model in different conditions, a case-control study was conducted to determine whether the model had the intended effect on the participating students in HEIs in Turkey and the United Kingdom. As the result of the case-control study, the effects of e-learning, blended learning and traditional learning were verified. However, there were significant differences among the groups. The overall scores indicated that e-learning and blended learning was more effective as compared to the traditional learning. The results of our study indicated that the knowledge increase in e-learners seemed to be gradual because they tended to study daily by completing each activity on time. However, the traditional learners did not have the same pattern because they usually did not read the core text and did not solve e-exercise regularly before the classroom sessions. The results of pre-placement, post-placement tests and middle tests also justified these assumptions.