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Abstract

This paper describes a case study of two senior-level undergraduate courses in the Human Factors Engineering curriculum at the United States Air Force Academy. These courses were modified extensively to employ World Wide Web (WWW) and internet technologies as an assist to standard pedagogies. The modifications were made in response to multiple institutional goals and student needs. Descriptive survey data were collected to gauge student receptivity to these changes. Results suggest initial resistance, followed by a bimodal response of either strongly embracing the technology, or mildly rejecting it. Additional survey results are discussed along with instructor impressions of effectiveness.

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References

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Enhancing Learning of Human Factors with Web-Based Technology Applications

Abstract

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