Use of ICT in Engineering Education: a Survey Report
Lakshmi Dhandabani, Member IEEE
Department of Computer Science and Engineering
Adithya Institute of Technology
Coimbatore, India
lakshmi_mailme@rediffmail.com
Abstract—Amongst the various open source educational
software, the Modular Object Oriented Developmental Learning
Environment (MOODLE) seems to be the most user friendly
having numerous features. This paper aims at investigating the
usefulness of digital technologies imparted into a blended
learning model for engineering education. The role of
Information and Communication Technology (ICT) plays a
wider role in teaching-learning activities like, content creation,
administrative, formative-summative assessments, student’s
performance tracking, trainings, knowledge management and
knowledge organization. In addition, the technical features of
ICT allow us to customize to meet the demands of an institution.
Considering the recent major shifts in the learning paradigm,
these innovations were deployed in an ongoing, real time basis in
our educational campus. Technology based virtual learning
approach was aimed at stimulating students’ interest in learning
engineering curriculum; consequently its effectiveness was
statistically evaluated. Finally, this research report is aimed at
summarizing the ways in which ICT is used, and how it creates
new learning opportunities both online and off line.
Keywords—Information and Communication Technology
(ICT); Learning Management System (LMS); Content
Management System (CMS); Educational Practices; e-Survey
I. Introduction
Recent advancements in ICT have played a vital role in
redefining and realigning the teaching-learning processes.
Moreover, the learning characteristics of the current
generation students are increasingly inclined towards digital,
web and mobile based technologies. ICT greatly facilitates the
implementation of all types of educational learning theories
and delivery models that support and encourage innovative
teaching and learning modalities both for theoretical courses
and lab courses as well as kind of training components. It has
been learnt that the integration of ICT in education, inter alia,
does promote autonomous learning, curriculum differentiation
[1], student-centered learning, higher order thinking, problem
solving, cooperative learning [2,3] collaborative learning,
social learning and self-paced learning and finally integrated
learning. Our campus boasts of a plethora of tools and systems
that is available to the efficient content management for
anytime and anywhere accesses. Open source educational
software MOODLE, which is purposed specifically for
institution wide teaching-learning infrastructure management
and administration. Learning Management Systems (LMS)
can offer a great variety of channels and workspaces to
978-1-4799-3975-6/14/$31.00 ©2014 IEEE
Rajeev Sukumaran, Senior Member IEEE
Teaching Learning Centre
Indian Institute of Technology Madras
Chennai, India
rajeev@ieee.org
facilitate information sharing and communication among
participants in a course [4]. However, sustained evaluation of
student performance under various parameters over an
extended period of time indicated that the teaching-learning
process had produced results that were not quite up to the
desired standards of performance excellence. A keen need was
felt for the infusion of a fresh set of globally accepted and
proven instructional practices and technologies to augment the
institutional infrastructure. Nowadays, one of the most
commonly used learning management system is MOODLE,
which enables in creating powerful and flexible online courses
and experiences [5]. The MOODLE platform was customized
with a set of features that facilitates optimization of services,
such as: user management, course management, on-line
editing, data storage and access, visual analytics, academic
tracking, accountability, session participation, attendance,
mark assessments, tutorials, project evaluation, collaborative
study, blogs and forums, and assessment of the performance of
CMS and LMS. Finally, MOODLE facilitates the learning
platform towards various approaches used in educational
theories, such as, Behaviorist, Cognitivist, Humanist and
Constructivist.
II. Study methodology
Purpose of the research study is to explore (a) Usefulness
of MOODLE LMS (b) Set of educational practices adopted in
eLearning modality (c) Students perceptions’ in using ICT and
(d) Teachers perceptions in using ICT and (e) Possible
research avenues.
A. Significance of the study
This research work is focused towards gauging the
effectiveness of the experimental infrastructure that was
deployed for the purpose of creating and maintaining students’
interest and curiosity in the learning process, enhancing their
assimilative capabilities and kindling the creative fire in their
minds. At the outset, it informs teachers’ readiness to handle
ICT, experiences of both teachers and learners as well
integrating features of teaching and learning, professional
developments, social learning and finally the usefulness of
data repositories.
B. Sample Size
A random sample group of roughly 250 students were
identified from various departments of engineering stream,
 2014 IEEE International Conference on Computational Intelligence and Computing Research
chiefly from the first and second year batches to participate
into the e-survey.
C. Survey Items
Survey items were created to explore the usefulness of
inclusive education in our campus. Since numerous way of
usefulness benefited from LMS/CMS, all the options are
provided with check boxes so that, more than one preference
can be chosen by any participant. In this regard, there were 20
items provided in LMS to choose multiple options by the
students. Likewise 14 items were provided for teachers.
III. Establishment of an Educational
Infrastructure
Engineering and technological courses can be taught only
with proven scientific facts, concepts, principles, educational
learning theories, theorems and laws. The factors that are
critical to a successful, inclusive virtual learning environment
include: (1) Pedagogic community, (2) Scaffolding of activity,
(3) Affordances of activity, (4) Authenticity, (5) Social
engagement, (6) Ample opportunities for exploration, (7)
Adequate and stable technical infrastructure, (8)
Organizational and financial support, (9) Targeted use and
tailored integration, (10) Content and user management on an
ongoing basis, (11) Adoption of new ideas by teachers; and
learners and (12) Well structured environment.
E-Learning can be integrated with traditional instructor
assisted learning to form an effective blended learning
experience for students. A set of educational theories used
along with an educational infrastructure is shown in Table I.
TABLE I. EDUCATIONAL MODELS USED IN TEACHING LEARNING
Educational Practices Purpose
Curriculam development Utilized in creating course curriculum and
Theories and Principles [6] syllabi.
Utilized in creating the overall course
Instructional System learning plan that comprises of course
Design [7] rationale, objectives, schedule,
assessments, evaluation and feedback.
Utilized in designing teaching materials,
student learning worksheets, assessment
ADDIE Model[8]
materials, learning evaluation materials,
feedback materials
Utilized in designing a micro plan of a
Blooms Taxonomy [9]
session and objectives of the session.
Utilized in designing self-learning
Cone of Learning Model [10]
actvities for learning simulation
Kirkpatrick's Model [11] Utilized for training evaluation.
Assessment Model [12] Utilized for learning assessment
Feedback Model [13] Utilized for collection of online feedback
Utilized for blended learning in class-
Robert Gagne's Model [14]
room/laboratory teaching
Epistemological Rationale Utilized to examine educational
[15] assessments
Training and Educational Utilized in providing guidance and
Psychology [16, 17] counseling.
A. Session Plan
At the start of each session, the key objective is to setup a
micro plan for session delivery. This approach enables the
learner to progress continuously from lower order thinking to
higher order thinking keeping in line with Bloom’s Taxonomy
of simple to complex as shown in the Fig. 1.
TOPIC Finite Automata - Introduction
Subtopics Teaching Methodologies
Motivation behind the study of finite automata Guided Discussion
Protocols to support electronic money trasfer Discussion and Review
Analogy of CD-Player Case-Study
Scoring model in a tennis game Case-Study
Objective Remarks
Session Objectives
To provide an informal picture of finite automata
Status
Completed
To make the student realize how finite automata is
Completed
used in modeling electronic money transfer
To make the students to build a finite automata model
Completed
for CD-Player functionalities
To make the students to build a finite automata model
for scoring in tennis game
Completed
Fig. 1. A Sample Session Plan
B. Design of Learning Materials
Teaching materials, Students’ learning worksheets,
assessment materials, learning evaluation materials, and
Feedback materials were designed using ADDIE model. A
sample snapshot is shown in the Fig. 2. These E-learning
materials were created for the self-paced learning. However,
several resources were created for the same topic to meet
different styles of learning preferences such as, video lectures,
audio lectures, animations, detailed illustrations, applications
and examples, concept map, cheat sheets, executable files for
visual/simulation tools along with instructions for installation.
To kindle learning simulation among learners, Edgar Dale's
Cone of Learning model was adopted. GIFT file format was
used to import multiple-choice, true/false, short answer and
numerical questions.
Session 11 Equivalence of DFA and NFA
Session Plan 11 - Class Notes
Session Plan 11 - Equivalence of DFA and NFA
Session Plan 11 - Two Marks Question and Answer
Session Plan 11 - Ten Marks Question and Answer
Session Plan 11 - Quizzes
Session Plan 11 – Additional Resource - Animation
Session Plan 11 - Additional Resource - Video
Session Plan 11 - Additional Resource - PPT
Session Plan 11 - Additional Resource – PDF
Session Plan 11 - Additional Resource – Others
Session Plan 11 - Applications
Fig. 2. A Sample Course Materials
C. Technical Characteristics of ICT
The following set of plug-ins were customized into the
engineering campuses’ e-learning platform, viz., Activities,
Editors, Cache, Messaging, Repositories, Portfolios, Admin
Tools, Administrator, Category Administrator, Kaltura Video
Package, General Plug-ins-Institutions, CSV Enrolls and
Groups Plug-in, Event Reminders, and Blogs and Forums
 2014 IEEE International Conference on Computational Intelligence and Computing Research

[18]. In addition, database server, web server, LDAP server, development training.
and mail server have been integrated into this infrastructure.
E. Assessments and Accountability
The MYSQL-DB server has managed more than 275
databases that have an average daily backup data range of A set of rubrics were designed for an formative and
300MB to 500MB. There are totally more than 2,000 users summative assessments [19]. The assessment reports that are
who have been participating in day-to-day activities. In Table used in providing necessary technical guidance and
II, the various activities carried out by each privileged user are educational counseling to improvise the learning efiicacy of
listed. the learners. Kolb's Learning Style Inventory was adopted to
improvise the learning efficacy of all the learners. The four
D. Visual Map learning styles available in Kolb’s model are Convergent,
Divergent, Assimilator, and Accommodator [20]. List of
In order to simply the tracking progress with respect to reports used in tracking the learning progressiveness is shown
course material creation, organization and its qulaity, in Table III.
completion of syllabus in the class room activities and
students participatory details Visual map was created.
Visualization Map is a powerful tool to display the complex TABLE III. REPORTS IN LEARNING ASSESSMENTS
data to facilitate easy navigation, annotation and analysis. The List of Reports Learning Assessment
visual map is shown in the Fig. 3, which represents the Attendance Report Attendance Maintenance.
Teaching – Learning statistical analysis. With the help of Formative
Learners’ classification based on quiz performance.
Color Codes in this map there are three status levels were Assessment Report
analyzed: (a) Status of course material creation into CMS, (b) Summative Cumulative analysis report generated for traditional
Assessment Report kind of examinations.
Status of course completion in the class room, and (c)
Quiz Defaulters To identify the weaker students both in formative and
Statistics of students’ participation into LMS. Report summative assessments.
Unit 1 Unit 2 Unit 3 Used to track a particular student's level of interaction,
Daily Progress Report
Automata Regular Expressions & Context-freeGrammars usage and participation into CMS and LMS.
Languages & Languages to identify Critical Thinkers, Book worms, Poor
Quadrant Analysis
10. Equivalence of DFA 19. Context-free Thinkers and Poor Performers.
1. Introduction
and NFA Grammar Report useful in assessing the formative assessment
Grader Report
2. Introduction to 11. Finite Automata with performance.
20. Parse Trees
Formal Proof Epsilon Transitions Report useful in understanding the interest or and focus
Index Bar Graph
3. Additional forms of 21. Ambiguity in of the students towards the LMS/CMS.
12. Regular Expressions
Proof Grammars & Languages

4. Inductive Proofs
13. Regular Expressions
[Tutorial]
22. Ambiguity in
Grammars and IV. Data Analysis and
5. Central concepts of 14. Algebraic Laws for
Languages [Tutorial]
23. Deterministic Interpretations
automata theory Regular Expressions Pushdown Automata
Survey items were created based on the recent studies [21-
6. Finite Automata - 15. Proving Languages not 24. Normal forms for
Introduction to be regular CFG 25] about moodel usefulness in blended learning, knowledge
7. Deterministic Finite 16. Closure Properties of 25. Pumping Lemma for management and learner portfolio management. The survey
Automata Regular Languages CFL was conducted in the odd semester of the academic year 2014-
8. DFA 17. Equivalence and 26. Closure Properties of 2015. Post activity of survey data were collected from LMS,
[Tutorial] Minimization of Automata CFL collated and analyzed using Excel software.
18. Equivalence and
9. Non-deterministic 27.Concluding Session
Minimization of Automata
Finite Automata [Revision] A. Students Perceptions‘
[Tutorial]
Fig. 3. Teaching-Learning Participatory Track – Visual Map There were 250 student respondants took part into this
survey. The analytic overview of the students participation is
shown in Table IV. This indicates a high level of student
TABLE II. ROLES AND PREVILAGES OF LMS USERS satisfaction in the various parameters of an inclusive
Users Role
education. However, students displayed a marked anxiety
A unique centre called CLIDAR, with our own faculty towards the ‘Evaluation upon common ground’ component
Centre for Learning with a very low score of 52.
as members, was entrusted with the task of continuously
Infrastructure
improving the quality of teaching and learning
Development and
processes.
Research (CLIDAR) TABLE IV. STUDENTS SURVEY ITEMS AND RESPONSES
They are the course creators for the entire campus.
Administrator Technical upgradation and troubleshooting. Sl. Influences and Perceived Usefulness of an Educational
Teacher Course level privileges. Count
No Infrastructure
Class Advisor Privileges to monitor entire class level activities. 1 Organized Learning 69
Department Heads Privileges to monitor departmental level activities. 2 Opportunities for self-paced learning 111
Principal Privileges to monitor entire campus level activities. 3 Easy Management of resources into blogs 200
Privileges to participate in Center for Career 4 Evaluation upon common ground 52
Guests
Development activities. 5 Platform to improve communication skills 210
Semester course level privileges, which include 6 Supports continual learning 126
Students
academic courses, skill development training, and career 7 Opportunities for collaborative learning 189
 2014 IEEE International Conference on Computational Intelligence and Computing Research
8 Provides peer support for leaning
9 Good practices for learning
10 Increases the motivation of learning
11 Improves proactive attitude
12 Provides new way of learning modality
13 Centralized Learning Platform
14 Opportunity for innovation and creativity
15 Facilitates improved learning skills
16 Provides exposure to e-learning technologies
17 Sharing of knowledge
18 Forum discussion is useful
19 Opportunity to develop ICT skills
20 Fascinating and engaging
B. Teachers Perceptions’
There were 96 teacher respondants took part into this
survey. The analytic overview of teacher’s participation is
shown in Table V. The teachers’ responses indicate a high
level of satisfaction towards inclusive education, but however
they displayed lowest count (95) that shows anxiety towards
the preparatory component ‘Challenging Work Environment’.
TABLE V. TEACHERS SURVEY ITEMS AND RESPONSES
Sl. Influences and Perceived Usefulness of an Educational
Count
No Infrastructure
1 Consistency in delivery and evaluation
2 Easy way to deploy customized training module
3 Easy way of providing feedback and comment
4 Challenging work environment
5 Paves a way for educational research
6 Innovative and Integrated activities
7 Good Practices for teaching
8 Promotes pedagogical and organizational innovation
9 Institutional impacts and success factors
10 Opportunity to develop ICT skills
11 Trains users in higher-order skills like reflexive thinking
12 Supports learning to learn and learning to teach
13 New and diverse learning and teaching experiences
14 Triggers the discovery of ways of new teaching
C. Research Perceptions’
Possible technical merits of MOODLE and its user
friendliness are extensively discussed in [26]. Likewise
possible research avenues can be carried out upon the data
repositories and plug-in supports of MOODLE are discussed
in [27, 28].
Technological, Pedagogical and Content Knowledge
(TPACK) is a framework provides different knowledge for
effective teaching-learning practices in a technology enhanced
learning environment. The TPACK framework highlights the
complex relationships that exist between content, pedagogy
and technology, knowledge areas without boundary level and
that may lead to different educational researches [29, 30].
Educational data mining is a multi-disciplinary arena used to
explore and infer new knowledge in order to automate and
visualize most promising avenues of research into an
educational setups were discussed in [31].
V. Conclusions and Future Work
This research work was undertaken based on the perceived
need of an enabled ICT that is set of teaching-learning
163 processes, infrastructure and tools that were adapted. Set of
154 processes, tools and platform was planned, designed,
127
89
implemented, tested and evaluated. Statistical analysis of the
212 data obtained from the research indicates a significant increase
145 in terms of overall user satisfaction with the new system.
67 Moreover, teaching-learning interaction was more productive.
121 Learners also displayed an enhanced level of curiosity and
145
willingness to learn even highly conceptual subjects. And
121
97 there was a significant corresponding increase in the rate of
110 assimilation and retention. Teachers also displayed a marked
189 increase in their willingness to learn new teaching techniques
and employed more innovative and creative approaches in
teaching engineering subjects that aroused the students’
curiosity and then retained their attention and focus on the
subject. Moreover, the detailed data and its attributes are
crucial indicators of the students’ progress during their critical
period of their academics. Data will be useful for further
analysis and to derive new meanings in the future. LMS
facilitates the self-reported data to ascertain the actual use of
ICT in teaching-learning. Š‡ ǡ …‘—”•‡ ƒ–‡”‹ƒŽ•ǡ
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57 give teachers diagnostics data for adaptive instruction, (b)
78
Creating digital badges to recognize students’ learning
95
56 activities and performances, and (c) Using technology to
67 create feedback loops for classroom activities.
80
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