ERIC Number: EJ1038235
Record Type: Journal
Publication Date: 2014-Jun
Abstractor: As Provided
Reference Count: 43
Can Interactive Web-Based CAD Tools Improve the Learning of Engineering Drawing? A Case Study
Pando Cerra, Pablo; Suárez González, Jesús M.; Busto Parra, Bernardo; Rodríguez Ortiz, Diana; Álvarez Peñín, Pedro I.
Journal of Science Education and Technology, v23 n3 p398-411 Jun 2014
Many current Web-based learning environments facilitate the theoretical teaching of a subject but this may not be sufficient for those disciplines that require a significant use of graphic mechanisms to resolve problems. This research study looks at the use of an environment that can help students learn engineering drawing with Web-based CAD tools, including a self-correction component. A comparative study of 121 students was carried out. The students were divided into two experimental groups using Web-based interactive CAD tools and into two control groups using traditional learning tools. A statistical analysis of all the samples was carried out in order to study student behavior during the research and the effectiveness of these self-study tools in the learning process. The results showed that a greater number of students in the experimental groups passed the test and improved their test scores. Therefore, the use Web-based graphic interactive tools to learn engineering drawing can be considered a significant improvement in the teaching of this kind of academic discipline.
Descriptors: Case Studies, Web Based Instruction, Educational Technology, Comparative Analysis, College Students, Control Groups, Experimental Groups, Conventional Instruction, Statistical Analysis, Student Behavior, Teaching Methods, Learning Processes, Scores, Computer Graphics, Design, Engineering Education
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: firstname.lastname@example.org; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A