Ten Challenges In Cad Cyber Education

The advancement of technology and its application to the field of education has caused many to re-examine the merits and pitfalls of cyberlearning environments. Though there is a wealth of research both for and against its mainstream use, there is a consensus that much work remains to be done in key areas such as collaboration, course content, personal learning environments, and engagement. CAD and cyberlearning share a common goal: to communicate information effectively. Unfortunately, many aspects well understood in CAD have been overlooked in online education. In this paper, ten key challenges and their implications for CAD cyber education are discussed. The purpose of this paper is not to provide a dismal outlook for cyberlearning, but to incite discussion, research, and development into these areas with the anticipation of a viable and attractive alternative to traditional classroom education.

Zachariah Beasley, Les Piegl, and Paul Rosen. Ten Challenges In Cad Cyber Education. Computer-Aided Design and Applications, 2018.

@article{beasley2018ten,
  title = {Ten Challenges in CAD Cyber Education},
  author = {Beasley, Zachariah and Piegl, Les and Rosen, Paul},
  journal = {Computer-Aided Design and Applications},
  volume = {15},
  pages = {432--442},
  year = {2018},
  abstract = {The advancement of technology and its application to the field of education
    has caused many to re-examine the merits and pitfalls of cyberlearning environments.
    Though there is a wealth of research both for and against its mainstream use, there is a
    consensus that much work remains to be done in key areas such as collaboration, course
    content, personal learning environments, and engagement. CAD and cyberlearning share a
    common goal: to communicate information effectively. Unfortunately, many aspects well
    understood in CAD have been overlooked in online education. In this paper, ten key
    challenges and their implications for CAD cyber education are discussed. The purpose of
    this paper is not to provide a dismal outlook for cyberlearning, but to incite
    discussion, research, and development into these areas with the anticipation of a viable
    and attractive alternative to traditional classroom education.}
}