Learning software engineering at a distance

There are many challenges in delivering a software engineering curriculum by distance learning. The Open University has offered distance learning master's programs in computing and software engineering for over 20 years. The nature of the main student constituency shapes the curriculum's structure, content, and delivery for its master's in software development and related programs. Theses programs are characterized as part-time, open, large-scale distance learning, professionally accredited, and primarily aimed at practitioners in the IT industry. The article discusses the implications of each of these characteristics for the curriculum and its delivery and outlines the program's future directions

Issues and Challenges in Applying Computer-Based Distance Learning system as an alternative to traditional training methods

Many scholars have listed the problemsthat prevent organizations’ employees to attend face toface training methods. Additionally, they havepresented Information and Communication Technology(ICT) especially distance learning system as importantway to overcome these obstacles. However, they did notdepend on empirical studies to mention those problemsand to compare between traditional training methodand applying computer-based distance learning system.Therefore, this survey aims to distinguish between thetraditional training methods and computer-baseddistance learning system as an important way toovercome employees’ problems with traditionaltraining, including the challenges and some issues

Teaching the Art of Computer Programming at a Distance by Generating Dialogues using Deep Neural Networks

While teaching the art of Computer Programming, students with visual impairments (VI) are disadvantaged, because speech is their preferred modality. Existing accessibility assistants can only read out predefined texts sequentially, word-for-word, sentence-for-sentence, whilst the presentations of programming concepts could be conveyed in a more structured way. Earlier we have shown that deep neural networks such as Tree-Based Convolutional Neural Networks (TBCNN) and Gated Graph Neural Networks (GGNN) can be used to classify algorithms across different programming languages with over 90% accuracy. Furthermore, TBCNN or GGNN have been shown useful for generating natural and conversational dialogues from natural language texts. In this paper, we propose a novel pedagogy called “Programming Assistant”, by creating a personal tutor that can respond to voice commands, which trigger an explanation of programming concepts, hands-free. We generate dialogues using DNNs, which substitute code with the names of algorithms characterising the programs, and we read aloud descriptions of the code. Furthermore, the application of the dialogue generation can be embodied into an Alexa Skill, which turns them into fully natural voices, forming the basis of a smart assistant to handle a large number of formative questions in teaching the Art of Computer Programming at a distance

Assessment of engineering mathematics in the context of distance learning

Mathematics is a crucial component of programmes on engineering, science and technology. In the context of computerised distance learning education, the subject of engineering mathematics is often delivered and assessed through a digital learning environment. This paper gives an overview of the history of distance learning education and its mathematics component. It also discusses the most popular on-line automated technologies applied to the assessment and evaluation of engineering mathematics including problems of the on-line representation of mathematical graphs and equations in the assessment material

The Extended UTAUT Acceptance Model of Computer-Based Distance Training System Among Public Sector's Employees in Jordan

The utilization of advanced network technologies and modern computer applications in distance learning raises the importance of distance learning system in the delivery of learning materials and resources to remote trainees. This innovation offers the organizations and their employees an opportunity to solve the problems associated with traditional training methods. In this respect, the acceptance of computer based distance training system (CBDTS) is considered critical in determining the success of its implementation. However, the number of studies that have been conducted to examine the acceptance of distance training system by employees of public sector organizations in the Kingdom of Jordan is very limited. It is also questionable whether the information system acceptance models that have been previously developed can be used to examine the acceptance of CBDTS by public sector employees in Jordan. Questions are also raised to the idea that perhaps there may be other factors that play important roles in this context. The main objectives of this study therefore are to determine the factors that lead to the acceptance of public sector employees on computer-based distance training system and finally to propose a model of technology acceptance of computer-based distance training system by public sector employees. A total of 600 questionnaires were distributed through a survey to public sector employees in Jordan. The study received about 386 responses, which represents 64.3% returned rate. Structural equation model (SEM) was used with AMOS version 16.0 to analyze the data. The findings indicate that six core determinants, namely, performance expectancy, effort expectancy, system flexibility, system enjoyment, social influence, and facilitating conditions significantly influenced employee intention to use distance training system. Five core determinants; system interactivity, system enjoyment, computer anxiety, computer self efficacy, and facilitating conditions significantly determine effort expectancy while only four of them including system interactivity, system enjoyment, computer anxiety, and effort expectancy significantly determine performance expectancy. Consequently, based on these findings, the final research model known as computer-based distance training acceptance model (CBDTAM) is proposed to explain and predict public sector employee’s intention in using computer-based distance training system. A comprehensive understanding of this model will assist decision makers to identify the reasons for the acceptance or resistance of computer based distance training system among public sector employees in the future and finally to support them to enhance the system’s acceptance and usage