This paper discusses the various ways in which computers are used in engineering teaching. The relative merits of each area of application are also discussed and potential pitfalls are highlighted. It then shows how these areas can be interlinked to provide a comprehensive learning environment.
The requirements and benefits of this integrated approach are also presented and the problems and constraints which limit its wider application are discussed in the light of experience of a pilot scheme in the area of thermofluids. The paper also proposes possible ways of overcoming these problems.
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