New Features for eLearning in Higher Education for Civil
Engineering
Martin Ebner
Institute for Building Informatics, Graz University of Technology, Austria
martin.ebner@tugraz.at
Nikolai Scerbakov
Institute for Information Systems and Computer Media, Graz University of Technology, Austria
nsherbak@iicm.edu
Hermann Maurer
Institute for Information Systems and Computer Media, Graz University of Technology, Austria
hmaurer@iicm.edu
Abstract: This paper describes an eLearning approach to distant
teaching a master course for civil engineering students. The course has
been implemented using a novel eLearning system, called WBT-Master. Typical
learning platforms provide only standard tools without taking into consideration
special needs of such specific user groups like Civil Engineering students.
The aim of this project was to extend the WBT-Master functionality to support
the specific eLearning paradigm. The paper describes such specific features
and processes and evaluates the experience gained during practical system
usage. Subsequently the benefits of the approach are summarized and discussed.
It should be especially noted that the recommended changes have made the
eLearning environment substantially more useable and have increased the
students' acceptance.
Keywords: eLearning, course management system, civil engineering
Categories: TH.AP; TO.6
1 Introduction
"The World Wide Web offers educators a new medium to deliver
teaching and learning material — one which bring new and
exciting ways of learning, and an alternative to traditional teaching
techniques" [Allen, 98]. Since then a
number of eLearning platforms and course management systems have been
developed and successfully established in Higher Education. But have
those technical equipments fulfilled the high expectations of the end
users?
It is important to note that computers cannot improve the knowledge
acquisition (i.e. learning) per se. Learning is a basic cognitive process,
which has to be carried out by the learners themselves. This means that
learning is an active process from a learner's perspective. Knowledge and
understanding is constructed by the learner [Holzinger,
02].
Not only transmitting information, but also engaging them in authentic
tasks - "Learning By Doing" as Dewey (1916) argued - will be
the key for a successful learning approach. According to Vygotsky [Vygotsky,
78], the relationship between interaction and learning can be summarized
in three sentences:
- Learners' achievement level depends on what they already know (previous
knowledge);
- The mechanism that delivers knowledge is an interaction;
- The goal of learning is interactive problem solving.
Thus, the fundamental idea of eLearning is to help learners become actively
engaged in collaborative work via various computer-supported processes.
In other words, eLearning potentially enables better didactic scenarios
and in particular it increases motivation [Holzinger,
99] to enhance traditional learning methods.
Graz University of Technology has profound experience in building eLearning
applications for computer science students [Maurer, 96].
From a perspective of eLearning, students of another field of study have
specific needs sufficiently different from needs of computer science students.
The paper presents a project aimed at identifying an eLearning training
paradigm suitable for university courses in the specific field of Civil
Engineering.
2 The eLearning project iVISiCE
Since the end of 2001 the eLearning project iVISiCE (interactive Visualizations
in Civil Engineering) has been used to support the study of Civil Engineering
at Graz University of Technology [Ebner, 02]. Originally
the aim of the project was to investigate the possibilities of WWW usage
in Structural Engineering Education.
Due to the fact that a student of civil engineering has to gain an
intuitive understanding of structural behaviour the education is
strongly based on visualizations. Brohn [Brohn,
83] expressed it in some few words: "The language of
intuition is visual, just as the language of analysis is abstract and
symbolic". Bearing that in mind, the eLearning venture focused on
three major research topics — one which bring new and exciting
ways of learning, communication, interaction and visualization.
Consequently a great number of Web based animations, visualizations
and interactive Learning Objects (ILOs) have been developed to visualize
and to simulate highly complex processes [Ebner, 03].
A lot of experience has been gathered in the field of using Multimedia
in Higher Education. Especially in the field of Civil Engineering, where
sketches and drawings are absolutely necessary to explain complex engineering
models, the use of these new technologies is still rare. Teaching the basics
of e.g. structural analysis is done primarily by using mathematical descriptions
of physical laws and some graphical methods [Walder, 05].
In combination with the multimedia project of Graz University of Technology
the lecture course "Structural Concrete" was selected for an
implementation in an eLearning environment. The basic content of the master
degree course is the design and construction of reinforced or pre-stressed
concrete structures using the European Standard Norm (EC2) [Sparowitz,
01].
On the one hand the project iVISiCE concentrated on developing well
didactical content and on the other hand this content was implemented in
a course management system, which is made available by the computing department
of the University. Initially this combination appeared to be quite successful.
Subsequently, the gap between the sophisticated and up-to-date content
[Holzinger, 03] and an obsolete, rigid content delivering
platform became bigger and led to a dissatisfaction of both end-users,
lecturers and students.
Finally, the system support team decided to follow a new paradigm (see
below) where a content delivering system can be adapted and upgraded in
the same way as content complexity and user engagement are increasing.
3 The WBT Master
WebBasedTraining (WBT) - Master server holds a collection of so-called
Training Objects (http://coronet.iicm.edu).
A typical example of such training objects is an e-Book, but this is not
the only type of training objects available. Discussion forums, chats,
quizzes, virtual laboratories and project management rooms are also training
objects which can be created on the WBT-Master server.
Each training object has an appropriate URL and implements a particular
training paradigm. For example, students are supposed to answer questions
if they use an "Examination Room"; upload and discuss reports,
if they use a "Thematic discussion"; develop a project in collaboration
with colleagues and if they use a "Project Management Room".
Moreover, training applications implemented by the means of PHP and/or
Servlet Technology on other servers may be also treated as WBT-Master training
objects. In this case they are called "portals".
Training objects can be combined with a new single entity by the means
of two paradigms - called "Training Course" and "Personal
desktop". A training course is a combination of training objects selected
for a particular study. A training course also provides some additional
communication and user administration tools.
Short descriptions of some training objects offered by WBT-Master are
provided below:
- E-Book is the most trivial training object. It can be seen as
a number of documents combined into reusable, navigable collections, and
an e-Book provides convenient document accessing facilities (table of content,
map, search, bookmark, etc,). Additionally, an e-Book provides such communication
features as annotation [Helic, 04] and discussion
plus some user-control features such as map of visited pages and of course
results of answering embedded questions;
- Discussion Forum supports a rather well-known "News Group"
discussion paradigm where messages can be published on a server and organized
as discussion threads consisting of "Follow Up" messages. Of
course, WBT-Master provides some additional features as ranking messages,
presenting them in accordance with rankings, inline attachments and so
on;
- Discussion Room supports the same paradigm as the Discussion
Forum, but has a number of additional features: bookmarks and links between
messages, annotations, ranking massages by teachers and having alternative
discussion structures, classifying messages by authors;
- Meeting room can be used for arranging virtual meetings by discussing
shared documents using pointer and chat facilities. Meeting session can
be saved and printed out as meeting minutes;
- Thematic Discussions are often used for learning by doing
[Dewey, 16]. The teacher simply defines a number
of topic (themes) and provides referential materials relevant to each
topic or to the subject as such. Students are supposed to apply the
knowledge and do some practical work that is uploaded to the
server. Student uploads are discussed, commented and evaluated by a
teacher and/or other students;
- Project Management Room also deals with uploading of students
practical samples onto the server and discussing/reviewing them. The only
difference is that the students work in collaboration by creating small
teams. Uploads are structured not by topics but each team has a sort of
private area where all uploads are available and can be discussed and/or
reviewed in private;
- Personal Lockers are rather similar to Project Management Rooms
except that this paradigm is used for individual practical assignments;
- Working with the so-called Examination Room, teachers
define a number of questions relevant to a certain training topic, and
combine them into groups. Each student is granted one attempt to make
the quiz within particular time slot (e.g. one hour). The list of
questions is randomly generated from predefined questions; students
work through the questions and gather some points for correct
answers. The object can be used as for real examinations as well as
for temporary control of working with other materials;
- For real examinations as well as for temporary control of working with
other materials;
- Tutoring Sessions and Mentoring Sessions are used for
online/offline step-by-step explanations of most difficult topics. Teachers
select materials from the system and provide verbal explanations using
a special pointer or whiteboard.
If we now compare WBT-Master with existing eLearning solutions, we can
point out a number of essential advantages:
- Rich Functionality. Normally, only the e-Book component covers
the whole functionality offered by such well-known systems as WEB-CT, Blackboard,
ELS and Lotus Notes;
- Flexibility and Customization: these features, which are desirable
for any other eLearning solution; are an inherent part of the WBT-Master
training paradigm. Any teacher selects a few components and combines them
into a new course to provide a required training curriculum and system
functionality. At the same time, learners can define their own personal
desktops to have an individual view onto the system content and functionality;
- Extension ability: this is also an inherent of the WBT-Master
architecture. Any new components can be developed independently and even
without any relation to WBT-Master and can combined to the system by means
of the "Course" or "Desktop" metaphor;
- Usability: a very high level of usability is achievable because
no user is supposed to work with and learn all WBT-Master functions. Only
a few carefully selected functions are available to each user which makes
the usage of the system very easy and intuitive.
4 Deployed Applications
4.1 Didactical concept

Figure 1: A particular Expert Training Course
Although learning is an active cognitive process on the part of the
learner - as we mentioned in the beginning - it is also a social
process and develops through conversation [Motschnig-Pitrik, 02]. Based on the assumption that
interaction, participation and communication are crucial elements for
viable learning communities, a learning environment has to enforce the
possibility of community building. However, active engagement by the
participants will only occur when they recognize that their needs are
fulfilled on the one hand by the community [Preece,
00] and on the other by the course management system. From this
point of view it can be mentioned, if participants´ individual
needs are satisfied they will be motivated and in the end they are
willing to interact within the community [Preece,
02]. Combined, it should be pointed out, that the aim of the
research project was to compensate the deprivation of iVISiCE —
the lack of communication features. More precisely, the problem was
the missing communication tools developed for a specific user group
— students of Civil Engineering.
This section describes how the WBT-Master Training Objects were combined
into a new eLearning course for such a specific user group like students
of Civil Engineering.
4.2 Main Screen
The main innovation of WBT-Master can be seen as the flexible assembling
of eLearning courses out of a number of training objects available on the
server. Thus, teachers are not forced to use a predefined eLearning paradigm.
On the contrary, they are meant to select appropriate the training objects
and arrange them into a desired training curriculum. This approach allows
teachers to build their own training environments on-the-fly, and adapt
their course to their special needs.
Figure 1 shows a particular training course. The
main screen is separated into four sub-areas containing references to different
course components (training objects). The upper left window is meant to
be used for course administration tasks such as a course description, calendar
and announcements. The bottom left window lists all the course participants
with references to asynchronous communication tools. Upper right window
is called a course library and allows to access e-Books, documents and
other Internet Resources selected for the course.
The bottom right window implements the actual course functionality.
The teachers simply select the WBT-Master training tools like the FAQ list,
the Thematical or Personal uploading component, the Graphical chat, the
discussion forum or another tool and place references there.
It must be especially noted, that all the tools are optional and the
teacher decides what particular tools are needed to avoid a cognitive overload
of learners. Needless to say that the initially selected list of tools
can be dynamically extended at any time allowing learners to work with
more and more complex tools as they are used to primitive ones. Thus, for
example Figure 1 shows an expert course with access
to the whole content of the iVISiCE project. Vice Versa Figure
2 demonstrates a typical beginner course.

Figure 2: Novice Course
4.3 Discussion Forum
The first Training Object selected for the eLearning Course was a so-called
Discussion Forum for the end user group.

Figure 3: Discussion Forum
The following features of the Training Object were considered to be
the most important ones:
- Ease of use: According to Nielsen [Nielsen, 93],
the ease of use must be judged as first priority, because difficult technology
defeats the real goal. The end user should never think about the technical
environment, he/she has to concentrate on his/her learning goal all the
time;
- A, B, C Buttons: Our recent experience shows that within a very short
time the forum is very complex and difficult to manage. Especially for
the kind of user group that is not involved in the online discussions for
the whole time and only sometimes looks for information. With the help
of these buttons this problem should be a thing of the past. Every lecturer
is able to mark each contribution dependent to its pertinence to the lecture
exam. This means that a contribution marked with "A" (high relevance)
has to be known from each participant, "C" is equivalent to interesting
but not assessment load;
- Possibility to upload pictures and formulas: As already mentioned,
sometimes a question cannot be answered without an explaining sketch. From
this point of view, against the general rule "no pictures in newsgroups"
the possibility to upload small pictures was implemented. Furthermore an
"embedded" function has been postulated so that the end user
does nit need to download the drawing, she/he is able to see it within
the written contribution;
- Print and Thread: In the end two little features have been implemented,
because students asked for them during their learning efforts. First a
simple possibility to read the whole discussion thread very easily without
clicking every contribution once has been developed and secondly a possibility
to print the thread. So the overview of one discussion seems feasible.
Figure 3 shows a screenshot from the end products
which has been used during the lecture for about four months.
4.4 Graphical Chat
The next Training Object is a so-called Graphical Chat (Figure
4). In the past, a synchronous communication was only possible via
chat. With such a tool virtual office hours were held by tutors and lecturers
[Dimai, 03]. Due to the fact that chat communication
based on written statements, linguistic differences complicated a discussion
about the problems concerning the content of the lecture. The lecturers
mentioned that a line would be able to replace a multi line dialog.
Concerning these requirements the expert group thought about a chat
tool with a kind of whiteboard application, but within the tool.
In Figure 4 the tool is shown. On the left side
there are the written statements comparable with a typical chat application.
On the right side on the bottom the input box is placed and on the top
the whiteboard. With the help of ordinary utilities student/lecturers are
able to draw their sketches concerning their current discussion. Furthermore,
it is of course also possible to upload pictures from the local disk and
discuss them. Maybe an interesting detail is also the "pointer"
which helps to mark the discussed detail of an uploaded image.

Figure 4: Graphical Chat
Certainly after the end of the virtual office hour the chat session
can be saved with all the drawings and used pictures. So students who cannot
participate will be able to read it at an arbitrary time.
4.5 Thematic Upload
A so-called Thematic Uploading Component was supposed to help students
to upload, manage and discuss their practical examples for passing the
examination. Furthermore the tool assists the lecturers concerning the
correct time management. This means that upload was not possible after
a predefined time limit.
The didactical concept of this tool based on collaborative working and
learning. According to Laurillard [Laurillard, 98]
eLearning could be greatly improved by achieving the three following goals:
- Development of better ways of searching for information;
- Sharing ideas and resources amongst learners; and
- Improvement and practice of techniques of communication with others.
Figure 5 shows an example of the discussion about
a solution of a framework model in structural concrete. On the right hand
side not only the example is presented but also the uploaded solutions
of the learners. In the left column there is the associated discussion
forum and the selected contribution.

Figure 5: Thematical Upload
4.6 FAQs
After about one month using the described applications the authors recognized
that some postings in the discussion forums were principally nearly the
same. Although the lecturers suggested the learners to use the available
search function instead of a new posting the behaviour of the end user
did not change fundamentally. Maybe these problems caused by the troublesome
looking for used keywords in an arbitrary posting or the unclear description
of the problem in the head line.

Figure 6: FAQs
In order to tackle the problem, the course was dynamically extended
with a so-called FAQ Training Component. This component allows lecturers
to export questions from the forum and arrange them into an easily browsable
FAQ taxonomy.
Figure 6 shows the application — on the
left there are several topics concerning the contents of the lecture,
on the right side questions and the answers are listed.
5 Evaluation
A number of anonymous online evaluations were carried out to assess
the overall success of the project. The most important results are provided
below (Table 1).
Table 1: Result of the evaluation
Question
|
Average
|
1) Does the eLearning course increase quality of
the study?
(yes, indeed = 1; not at all =5) |
2.0
|
2) Should this approach be extended to other courses?
(yes, indeed = 1; not at all = 5) |
2.06
|
3) Does the eLearning course support my personal
learning process?
(yes, a lot = 1; not at all = 5) |
2.59
|
5.1 Analyses of the evaluation results
Results of evaluation were considered as positive in respect to questions
1 and 2, and as neutral in answering
the question 3. Thus, the table shows that the majority
of students do accept the eLearning paradigm and tools. At the same time,
there is still a big area for innovations in personalization of the system
as shown by the question 3.
5.2 Discussion Forum
The online evaluation questionnaire was answered by 23 students and
the result is shown in Table 2.
Table 2: Result of the online evaluation
of the Discussion forum
Questions
|
Average
|
1) The discussion forum supported my learning process a lot
(a lot = 1; not at all =5) |
2.0
|
2) I think the possibility of embedded pictures is useful
(a lot = 1; not at all = 5) |
1.2
|
3) The discussion forum follows the ease of use paradigm?
(a lot = 1; not at all = 5) |
1.9
|
4) I used the function of the A, B, C Buttons? (a lot = 1;
not at all = 5 ) |
1.7
|
5) Which features did you ever use? |
Print= 20% |
Thread= 36% |
Search= 7% |
A,B,C= 68% |
5.3 Graphical Chat
At the end of the lecture program a questionnaire about the whole eLearning
activities was carried out. 25 of 52 students mentioned that they have
participated on a virtual office hour at least once (Table
3).
Table 3: Results of the questionnaire
concerning the Graphical Chat
Question
|
Average
|
1) I think the durability of the office hour is
(too long = 1; fitting
=2; too short=3) |
1.96
|
2) I think the possibility of drawing is useful (a lot = 1; not at
all = 5) |
2.52
|
6 Discussion and Conclusion
As the results of the evaluation showed, the taken measures seem to
be successful, especially the high acceptance of the A, B, C functionality.
Two-thirds of the forum users used it for their browsing through the contributions
and they rated it with an average of 1.7 (Table 2).
Due to the fact that online forums are not readable within a very short
time because of the horrible mess of contributions this little feature
helped to make a difference between relevant and not absolutely necessary
written messages.
Further, contrary to the general rules, the possibility to embed some
helpful drawings in the forum has also been used several times. But we
have to emphasize, that of course the used files have to be very small
to keep the traffic and the download rate low.
The authors noticed that the drawing functionality within the
graphical chat is rated not as high as the discussion forum. Two
reasons could account for this - first the lecturers recognized that
the students themselves realized very late that they are able to draw
something and second there is the problem of creating a technical
drawing with the mouse as input device. The lecturers used a graphical
tablet with a pen.
It should be noted that all the students reported their positive
experience with this system. The project team is going to expand this
approach for other courses. From our point of view, the best way to
improve the learning process is to involve the lecturers during the
development of an application and to modify it to their specific
needs. "Regarding the user requirements" will be a main
paradigm for our next steps towards an eLearning support for the whole
University.
According to Ben Shneiderman [Shneiderman, 02]
"The old computing is about what computers can do; The new computing
is about what people can do" we like to rephrase it to "The old
eLearning is what course management system can do; The new eLearning paradigm
is about what learners can do". This means that we have to think about
the specific needs of each target group and adopt the existing tools to
their requirements.
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