Abstract
Institutions may have multiple reasons for converting courses and programs to an online format. The W Booth School of Engineering Practice and Technology in McMaster University’s Faculty of Engineering has recently begun the implementation of an online Software Engineering Technology Program as part of the Schools’ Degree Completion Programs (the final 2-years of a 3-year-plus-2-year Degree). The intent of this conversion is to attract students from an unlimited geographical area. While the online conversion is ongoing, there are a number of important observations worth sharing. This paper provides an overview of the motivation, challenges, and opportunities related to the conversion of an existing Software Engineering Technology curriculum to a fully online format. The purpose of this study is to highlight student feedback that rejects the notion of a ‘flipped-classroom’ in favor of a more traditional delivery-model (simply converted to an online format). This study also outlines a suggested implementation model for the conversion of a curriculum to an online format, with specific suggestions for the increased use of digital media, interactive resources, and synchronous online collaboration. Observations regarding the development of supplementary course material and the resources required to develop these materials are also provided. Recommendations from this study will include: a suggested format for online delivery of engineering/technical courses, suggestions regarding student assessment, a suggested timeline for implementation, suggested resources (technical support, etc.), suggested technology that provides the greatest ease-of-use for both instructors and students, suggested supplementary course materials, and a word about cost.
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Fortuna, J., Justason, M.D., Singh, I. (2018). Conversion of a Software Engineering Technology Program to an Online Format: A Work in Progress and Lessons Learned. In: Auer, M., Zutin, D. (eds) Online Engineering & Internet of Things. Lecture Notes in Networks and Systems, vol 22. Springer, Cham. https://doi.org/10.1007/978-3-319-64352-6_79
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DOI: https://doi.org/10.1007/978-3-319-64352-6_79
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