Trans RINA, Vol 155, Part C1, Intl J Marine Design, Jan -Jun 2013 diversity of student backgrounds results in different
approaches to learning for each student as illustrated on Figure 3. A well-designed course should not depend on the students learning preferences and ensure all students achieving the intended learning outcomes.
Key benefits of long-distance learning are: Part-time studying: minimal disruption to the student’s professional career and/or private life; Flexibility: learning in own pace and time.
However, long distance learning can give rise to a range of difficulties: Self-motivation and
time management: students
must manage learning time in parallel with other obligations (jobs, family, etc.). Students typically require self-discipline and significant self-motivation to complete a distance learning program. Limited communication: As
Self-directed
stated earlier,
communication is an important element of learning. However, distance and time can make it hard to facilitate effective two-way communication.
learning: During the long-distance
learning students are left to find their way through the taught material with some help from the staff.
Figure 3: Student orientation, teaching method and level of engagement design model [7]
The Humanist approach advocates a subtler, student- centered
process where learning is the student’s
responsibility. The role of a lecturer is to initiate the internal process of learning by creating the ‘stage’ where students themselves will learn and build-up on existing knowledge by reflective processes and understanding. The role of the lecturer is to facilitate learning, ensure students feel belonging to a group and are able to learn from each other [6, 8]. They should ensure access to information, while seeking to enhance the student self- esteem, enthusiasm and motivation.
Other authors state that the role of teaching needs to be changed to focus more on interaction (via both student- teacher and student-student communication) rather than self-learning
or simply transmitting the knowledge.
Laurillard [9] highlights a need to take full advantage of the digital technologies available to enhance teaching practice. Any lecturer needs to put knowledge (readily available through other means) in the proper context and ensure problem-based learning.
It should be noted that none of the educational theories and methods presents a “one-size-fits-all” approach and good practice implies combining multiple methods in order to maximize learning quality for all students.
4. CHALLENGES OF EDUCATION VIA LONG-DISTANCE FORMATS
Delivering education via a long-distance format brings additional challenges. Teaching strategies need to be appropriately selected to cater for long distance as well as face-to-face learning. As such it is wise to apply a mix of techniques that will suit both the subject and student cohort while facilitating E-learning.
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Campus life: It is an advantage for students to feel part of a group of peers. Learning can be a lonely journey and sharing with colleagues can help to relieve some of the burden. Furthermore, belonging to a
group facilitate self-assessment, a key mechanism that adult learners use to progress.
The paper now details how the new module provided guidance and structure to a ship design process in the challenging context of long distance learning.
5. MTEC C17 WARSHIP CONCEPT DESIGN MODULE
The MTEC C17 Warship Design module was designed applying constructivism as described above. The learning outcomes are clearly stated and aligned
with
assessment method. The structure of existing on-campus courses (described in Section 2.1 and 2.2) was modified to suit the long-distance format and the limited time available for face-to-face learning during the intensive school. This process was driven by a defined set of intended learning outcomes.
5.1 MODULE AIMS
The module aims to introduce students to the concepts of design integration and synthesis, raising awareness of the process by which requirements are generated and also exposing some of the constraints present in design.
5.2 INTENDED LEARNING OUTCOMES On completion of this module the student should:
Understand the nature of the ship design process and methodology;
Generate ship design requirement statements based on budget and intended role;
the
©2013: The Royal Institution of Naval Architects
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