Abstract:

A study of the mechanical manufacturing module offered in a mechanical engineering department at an open distance institution was performed. The study investigates the assignments and exam scores quantitatively. Students are assessed on two assignments and one final year exam. The assignments consist of 20% and exam scores consist of 80% of the final score. The analysis of the data will help identify where student understanding is lacking. This will also serve as a guide to improve the module delivery by expanding explanations of those areas where students are struggling. The publishers’ companion site Wiley Plus was used as a teaching and learning platform and resource. The module was implemented in 2017. Using transactional theory as the theoretical framework, a balance was sought between self-directed learning, structure and collaborative construction. Results indicate that there is a strong correlation between students that did the assignments and their exam scores. Recommendations emanating from the analysis will be uploaded on the university learning management system (LMS) to run concurrent with the publishers’ site. Pre-intervention data indicates poor student results. Therefore, the two interventions: better alignment of assignments and exams and access to the publisher platform, show a marked improvement in student pass rate. The combination resulted in better performance for this group of students. Therefore further refining and balancing of the structure, dialogue and learner autonomy should be considered.

Keywords:

Manufacturing module, open distance learning, engineering.