Abstract:

In this study, we present the case of a Machine-Design course of the Mechanical Engineering Educators’ curriculum, which was redesigned, in order to implement and evaluate the use of a combination of Synchronous and Asynchronous sessions in Distance Learning. The course was redesigned, taking into account the findings of a previous quantitative comparison of Synchronous and Asynchronous Distant Learning, in which strong and weak points of both teaching methods were highlighted, showing that these methods could efficiently complement each other. Special consideration was given to the issue of promoting interactions of learners among themselves and with the teacher, since, in the previous survey, this was pointed out, as a weak point of both Synchronous and Asynchronous Distant Learning. The implementation of this new redesigned course was accessed by the students at the end of the semester demonstrating interesting, significant improvements in comparison to the use of either Synchronous or Asynchronous Distance Learning.

Keywords:

Distance Learning, Synchronous, Asynchronous, Interaction, Machine Design.