Abstract
Engineering education is oriented towards problem based and project-based education. In Sri Lanka, teachers of first-year engineering undergraduate courses have the unique challenge of fostering student engagement especially in large classes. This study concerns a large classroom using the Moodle virtual learning environment. Data was collected qualitatively through focus-group discussions with undergraduates with respect to accessing the Moodle Log and quantitatively via the Moodle records. An important finding in this study is that when students are used to traditional teaching methods, they face difficulties in accepting TEL techniques, unless the latter is made compulsory for some aspects. Hence teachers must use a blended-learning approach and gradually increase the use of TEL techniques.
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Acknowledgements
The authors acknowledge the support received from the LK Domain Registry in publishing this paper. The conclusions and/or recommendations expressed in this paper are those of the author and may not necessarily reflect the views of the LK Domain Registry. This study was conducted at University of Moratuwa, Sri Lanka and we would like to express our gratitude to all the lecturers, non-academic staff and students those who have involved in this study. We express our special thanks and appreciation to Mr. Sanjaya Sooriyaarchchi, Mr. Shashi N Amarasinghe and all CIT studio staff at the university for recording lectures and uploading to the Moodle.
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Peramunugamage, A., Usoof, H., Dias, P. (2019). Can Technology Make a Difference to the Level of Engagement Within Large Classes in Engineering Education? A Case Study in Sri Lanka. In: Auer, M., Tsiatsos, T. (eds) The Challenges of the Digital Transformation in Education. ICL 2018. Advances in Intelligent Systems and Computing, vol 917. Springer, Cham. https://doi.org/10.1007/978-3-030-11935-5_78
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