Educational technology usage in manufacturing education
Henry William Kraebber, Purdue University, United States
Purdue University . Awarded
The use of educational technology by manufacturing engineering and technology educators in undergraduate programs has not been documented. Comprehensive published results on the use of education technology in manufacturing engineering and technology education are not available. In response, this study surveyed manufacturing educators to determine what educational technologies are being used, the factors that affect the adoption and implementation of the technologies and the perceived impact of the technologies. This information establishes a baseline of current usage that can help identify opportunities for faculty to investigate the use of educational technologies that can help manufacturing education meet the challenges of the future.
A web-based survey of manufacturing engineering and technology educators at ABET and NAIT accredited colleges and universities in the United States was conducted during the spring of 2008. The study identified educational technologies being used, the factors and concerns that affect the adoption and implementation of the technologies. Four-hundred sixty five faculty members who teach in accredited manufacturing programs were contacted. The survey closed at the end of April 2008 with 97 usable responses (20.9%) from 56 of the 118 institutions (47.5%).
The responses show that educational technologies have found their way into the manufacturing education classrooms of the responding faculty members. Established technologies including word processing, spreadsheets and presentation graphics are widespread. The use of several emerging technologies for course management and collaboration and the use of the Internet were also reported by more than 60% of the respondents. The use of classroom interaction systems was low, reported by just over 5% of the respondents. The use of distance delivery was infrequently reported, however, educational technology in classes with a distance delivery component was significantly greater than in traditional face-to-face classes. The respondents rated cost and time factors as very important factors that influence the implementation and use of educational technologies. The majority of respondents reported that identified incentives for adopting educational technology were not provided to them. The responses suggest a higher relative intensity of concern and awareness of new technologies and concern about time and resources related to the use of educational technology in manufacturing education.
Kraebber, H.W. Educational technology usage in manufacturing education. Ph.D. thesis, Purdue University.
Citation reproduced with permission of ProQuest LLC.
For copies of dissertations and theses: (800) 521-0600/(734) 761-4700 or https://dissexpress.umi.com