Beruflich Dokumente
Kultur Dokumente
Prof.P.T.Rajan
Principal
Karpagam Polytechnic College
Coimbatore – 641 021.
India
E-mail: peeteeyar@yahoo.com
Introduction
The Polytechnic curriculum in India is designed with equal importance to with
theory and practical. There are more than 400 Polytechnic Colleges offering diploma
level engineering education in Tamilnadu State of India which are affliated with the
State board of Technical education and training, following the uniform curriculum
designed by the board except few institutes which are autonomous. In general these
Colleges follow the traditional teaching-learning methods without effective e-learning
processes.
New technologies and sophisticated learning methods are the symptoms for a
major impact in technical institutions. The vocational and technical institutions need to
change to accommodate the impact of e-learning. It is sure that the impact of e-learning
will require institutions to re-think of the strategies of teaching learning process. Much
focus could be given in adopting ICTs and other technological advancements. The
discussions in this case study could be used to help the institutions respond to the
change about the implementation of e-learning.
E-learning
There are mainly two types of e-learning known as i) Synchronous learning and
ii) Asynchronous learning.
In Synchronous learning, teachers and lecturers interact with themselves and
with each other using communication technologies such as video conferencing, web
conferencing, chatting, telephone etc., In asynchronous learning, without live
interaction with the teacher using technologies such as CD-ROMS, Cassettes, e-mails
etc.,
Need of E-Learning
Benefits
• No physical attendance
• Student – Centered
The objective of this paper is to deal the impact of introducing e-learning for the
diploma level engineering students studying in Polytechnic Colleges by comparing the
performances of students taught by traditional of teaching and the students taught by
traditional method with e-learning in the subject of Mobile computing of Computer
engineering branch in Karpagam Polytechnic College.
Methodology
One unit of the syllabus was taken as a sample. Group A was taught by the
traditional method and group B was taught by traditional method supplemented by the
multimedia presentations using CD-ROM and LCD projector. After 15 days of time
period the groups were tested by means of three types of tests such as quiz, objective
type, multiple choice and verbal questions. The marks scored by the students in A and B
batches were tabulated in table 1 the mean was calculated in table 2.
Tools Used.
Three types of tests viz quiz, objective and verbal with 10 questions in each type
for each student were given with a time of 30 minutes. After evaluation the scores were
tabulated in table 1.
1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th
Test – 1 A 5 7 9 6 4 1 3 2 4 3 42
Quiz
B 7 8 4 5 8 7 2 4 5 6 59
(Maximum
10 marks )
Test – 2 A 3 5 8 4 6 3 2 7 4 6 48
Objective
type B 9 8 3 3 5 6 4 5 7 4 54
(Maximum
10 marks )
Test – 3 A 5 4 7 8 4 3 6 5 9 7 58
Verbal type
B 8 5 4 4 7 6 3 5 6 5 53
(Maximum
10 marks )
Table – 1
The following table indicates the average marks of group A & B in 3 tests.
Group A 44 48 58
Group B 59 54 53
Table – 2
150
For group A, Mean A = ____________ = 50
3
166
For group B, Mean B = ____________ = 55.5
3
Discussion
This table 2 shows the comparison of scores of student batches in the tests
conducted in the paper of “Mobile computing” of Diploma in Computer Engineering
students studying in Polytechnic College. The group A of ten students were taught the
subject by traditional teaching supplemented by e-learning using CD-ROM with
multimedia presentations. After a month the two groups were tested with three types
of tests and evaluated. It was found that there was a significant impact on using e-
learning process among the group. This multimedia presentation using CD-ROM is one
of the various methods of e-learning. From the results it was learnt that e-learning
enhanced the student learners to score high marks and improve their understanding
capacity. The overall result of the group is also raised. It is evident that the students
interested to learn and listening any supplement teaching methods which help the
students to increase their learning capabilities. From the table 2 we could see the
difference in the performance of group B over group A. The Mean value of group B
(55.5) is greater than the Mean value of group A (50) which is the clear evidence of the
impact on the implementation of e-learning.
Conclusion
Introducing ICTs in teaching – learning process could make significant changes in both
teaching and learning communities thereby feed the needs of the society and industries
in this globalization era.
Recommendations
Technical and vocational institutions should make up their minds for introducing
e-learning in their teaching learning process. As polytechnic college students need to
acquire more practical and theoretical skills in teaching and learning through electronic
media would help them to accomplish this need. Institutions must provide the
necessary infrastructure and e-learning facilities in their campuses. Teachers must be
motivated to prepare necessary study materials as prescribed in the curriculum. E-
learning concept can be gradually followed after experimentally verified for success
through various case studies. Networks of institutions can be formed resource materials
for the same curriculum.
References
1. Vijay Jaiswal and Priynka Gupta, (2010) “E-learning in Higher Education Indian
Perspective”, University News, Vol 48. No: 03, P5-14.
6. Norahjones Karen Fitzgibbon, “For better or worse? The marriage of key skills
development and on-line learning, Journal of vocational Education & Training”
www.informaworld.com Vol.54, No: 3, P394-421.