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Online courses in engineering, technology and natural sciences in most parts of the world suffer from the lack of practical hands-on experimentation as an integral part of the curriculum being provided. The use of virtual labs and equipment facilitates active online learning. This meets habits of today's students who are always online and serves to fully engage them in STEM learning. This paper discusses the challenges and prospects of implementing simulation-based adjustable online learning activities, v-labs and comprehensive e-learning environments for teaching subjects, such as energy efficiency, renewable energy sources, thermodynamics, materials science, and some others to diverse cohorts of students from different parts of the world. The virtual labs were integrated with various online courses, including massive open online courses (MOOC) platforms. The use of these tools results in deeper understanding and transferable knowledge and skills for the learners.

The aim of this paper is to discuss the approach undertaken for a number of years at two different universities, by the use of continuous assessment, to require as well as to encourage student motivation and improve learning throughout the units. The additional aim was to improve attendance that normally leads to better results for the students, which was achieved, at least partially, on the three study units considered in this paper. There is a need also to reduce the “strain” on the students as they approach the period of the majority of multiple assessments, often all at the end of the semester or the year, each of these being critical to the students passing the particular units.

Smart (ICT based) technologies and applications are increasingly used as teaching/learning aids in various fields of engineering and science capable of supporting both classroom taught courses and hands-on laboratory work as they can potentially encourage creativity and learning in individuals when properly based on adequate learning theories, styles and approaches. This paper presents several smart (mixed reality) technologies and applications for learning in Engineering education and discusses some issues such as knowledge integration and virtual experimentation in the context of applying smart technologies for visualisation in higher science and engineering education along with results from a study carried out at two academic institutions. The contributions of this paper includes a measurable cost-effective use of smart technologies and applications for visualisation based on adequate learning theories, styles and approaches with knowledge integration suitable for engineering disciplines also in developing countries.

PurposeThe purpose of this paper is to present an improved concept of software‐based laboratory exercises, namely a Virtual Laboratory for Engineering Sciences (VLES).Design/methodology/approachThe implementation of distance learning and e‐learning in engineering sciences (such as Mechanical and Electrical Engineering) is still far behind current practice in narrative disciplines (Economics, Management, etc.). This is because education in technical disciplines requires laboratory exercises, providing skill‐acquisition and hands‐on experience. In order to overcome this problem for distance‐learning developers and practitioners, a new modular and hierarchically organized approach is needed.FindingsThe concept involves simulation models to emulate system dynamics, full virtual reality to provide visualization, advanced social‐clubbing to ensure proper communication, and an AI tutor to supervise the lab work. Its modularity and hierarchical organization offer the possibility of applying the concept to practically any engineering field: a higher level provides the general framework – it considers lab workplaces as objects regardless of the technical field they come from, and provides communication and supervision – while the lower level deals with particular workplaces. An improved student's motivation is expected.Originality/valueThe proposed concept aims rather high, thus making the work truly challenging. With the current level of information and communication technologies, some of the required features can only be achieved with difficulty; however, the rapid growth of the relevant technologies supports the eventual practicality of the concept. This paper is not intended to present any final results, solutions, or experience. The idea is to promote the concept, identify problems, propose guidelines, and possibly open a discussion.

PurposeThis paper aims to report on the design and implementation of an e‐laboratory for enhanced science, technology and engineering education studies.Design/methodology/approachThe paper assesses a computer‐based e‐laboratory, designed for new entrants to science, technology and engineering programmes of study in further and higher education to enable them complete proper “hands‐on” (not simulation) laboratory experiments off‐campus and also in virtual learning environments accessible remotely. The development of such a laboratory was in response to the inherent inability of web‐based learning environments to duplicate, off‐campus, the laboratory facilities and availability on‐campus. The measurement of effectiveness relates to whether a laboratory task can be accurately and completely achieved. Common parameters included percentage task completion, error rate and assistance required. Operations under different conditions were studied and observations made from comparison on implementations.FindingsE‐laboratories were found to be more student‐centred with learners taking responsibility for their own learning.. The face‐to‐face pre‐computer scenario learners had a very low completion rate, a high error rate and required constant assistance. The computer‐based scenario resulted in a high completion rate, low error rate and a significant reduction in learner supervision.Research limitations/implicationsThe technical constraints imposed by present online environments, the resulting impact on specific learning styles, and possible solutions to overcome these limitations are discussed.Practical implicationsBoth quantitative surveys and qualitative interviews established a positive impact on student learning, thus justifying development of similar systems. More research and applications could follow as this has the potential to impact positively on development and use of e‐labs for enhanced science, technology and engineering studies in terms of costs, time and space requirements.Originality/valueThe recent interest and advances in the development of remote and virtual labs has shown that students of today, who are digital natives, especially those in the fields of science, technology and engineering, find the use of e‐laboratories very useful in enhancing their studies, encouraging them to use familiar technologies to access and do experiments either remotely or virtually online, thereby enhancing their learning. The approach adopted is unique and original, blending both virtual and hands‐on approach to experimental studies.

Big Data and Data Analytics have in recent times become important areas of focus in academia, in business and in society. This paper utilises experiments involving data visualisation of oil pollution studies and their effects on environment for enhanced learning in engineering education. Tracking and analysis of images and the use of accessible applications for the analysis of acquired data revealed the level of impact of the different types of oil pollution on grass vegetation. In accounting for these changes the primary RGB colours and corresponding values are used. The use of spectral analysis applications available in spectroscopy and comparison of results would in future prove useful in assessing some aspects of these changes in relation to wavelength and colours changes. The results of these studies would contribute in no small measure to the determination of best cleaning strategies for oil spills.

PurposeThe purpose of this paper is to report on the Bologna Process in the light of globalisation and examine how it affects curriculum and engineering education developments.Design/methodology/approachThe growing need for creative competitiveness and the striving for specific profiles of engineering qualifications that are of high quality whilst taking account of diversity, transparency have resulted in the declaration of the Bologna Process. The qualifications framework proposed involving the cycle systems are examined taking account of globalization, quality assurance, management and diversity of needs. The future opportunities are explored taking account of global expectations.FindingsThe present research reveals that the Bologna Process provides a means through which higher education institutions (HEIs) can be encouraged to provide more attractive curricula for the younger generation for differing cultures whilst catering for the broad range of engineering fields where they could become more active later. The point is made that it serves to re‐invent engineering to meet the needs of the twenty‐first century.Research limitations/implicationsThe present investigation focuses on the Bologna Process and its implications on engineering education in Europe. Future work hopes to extend this to other disciplines and to examine global effects in diverse cultures and also from gender, economic and development perspectives.Practical implicationsThis paper could provoke HEIs outside Europe to evaluating their policies, revise strategies and moderate existing provisions, thereby assessing impact of the Bologna Process on engineering education in different countries and cultures.Originality/valueAccount is taken of the diversity and transparency which have resulted in the declaration of the Bologna Process. The paper discusses and reports on developments, prospects and challenges faced in the engineering curriculum provision following the introduction of the Bologna Process in the culturally diverse European higher education area. The new field of process systems engineering is also reported.

PurposeThe purpose of this paper is to report on the nature of technology and engineering education provision in developing economies, focusing on Nigeria.Design/methodology/approachThe paper draws on recent developments in the shake up and implementation of new measures to call for quality technology and engineering education in the country, following changes brought about by new education and administrative structures and the new policies being promulgated by both the now democratically elected government working in tandem with universities throughout the country. Issues relating to methods, curriculum, contents, quality and related are examined and reported. The role of planning, input from engineering industries, improved competition and expanded export of engineering services are all investigated and presented.FindingsThe paper finds that the establishment of stability in governance of state and universities is signaling positive and upward trend in the implementation of informed policies for improved technology and engineering education in universities which could herald improved economy and conditions of life in the country.Originality/valueIn the wake of new developments in education in emerging economies such as Nigeria, the need to take stock and review systems for technology and engineering education is highlighted. Using available information, issues affecting present developments and education practice, some suggestions are provided for the future.

A plethora of online resources exist today for the study of the many different subjects in Science Technology, Engineering and Mathematics (STEM) area. The majority of these resources have been either developed in-house by participating research organizations or higher education institutions. Professional bodies have sponsored some of these initiatives such as the International Association for Engineering Education, iNEER (International Network for Engineering Education and Research) as well as some universities across Europe (University of Porto, Portugal, University of Ulster, UK etc.). Present efforts are geared towards implementing these virtual laboratories in enhancing teaching, learning and research in specific subject areas. This paper reports on collaborative experiments between University of Porto and The University of Ulster involving the sharing of the virtual Physics suite of Laboratory for conduct of experiments exploring the concepts of interferometry. The online resources from University of Porto were made available to researchers at the University of Ulster who reports on the use of the Michelson Interferometer application for measurements of wavelength and mirror displacement. We report on the researchers' experiences and evaluation of the resources and conclude with some of the challenges and potential which such systems present.

The education of engineers involves the integrated delivery of theoretical (sometimes abstract) concepts supported by the use of hands-on practical laboratory work. Engineering programmes strive to deliver fundamental concepts, technological know-how and innovation skills to students, who have different approaches to learning. The use of computer aids represents an important technique for matching the teaching style to learning styles. Computers and computer based aids present information using different media types such as text, graphics, video and simulations. On-line or computer based video has the ability to simultaneously carry and convey information in multiple formats such as speech (audio) alongside movement in two dimensions. This paper discusses the use of interactive video for on-line blended learning in engineering education.

Engineers play an important role in the society in sectors such as building, transportation, water and power because they are vital to the development of a nation. In Nigeria, the education of engineers is carried out at the institutions of higher education (primarily the Universities). The paper presents an insight into the education of engineers in Nigeria highlighting the use of a multi-disciplinary approach alongside a hands-on practical training done in collaboration with local industry. These two initiatives play a major role in ensuring the continued relevance of engineering graduates. The paper introduces the benefits and opportunities for enhancing engineering education in a developing country from major drivers such as the use of the internet, open-source tools and e-learning.

The teaching of Science, Technology, Engineering and Mathematics (STEM) subjects in Africa is basically through face-to-face method of teaching supported by the use of printed materials such as books and articles. The last few years has witnessed efforts to provide free access to on-line scientific journals for researchers based in Africa. Open standards, frameworks and platforms for the capture, storage and presentation (or streaming) allow the sharing and exachange of video material online, the end-user experience is directly related to the bandwidth available. The ICTP Enhance Your Audience (EyA) system is an innovative award winning system for the completely automated hourly capture and on-line presentation of lectures (especially those that use the traditional black or white boards) that maybe used to address bandwidth demands for video streaming. This paper presents a strategy for enhancing STEM education through the use of video material as produced by EyA in a non-intrusive manner.

E-Learning continues to evolve and to facilitate access to education through both the fully online and blended modes of delivery. This has contributed in no small measure to widening participation in engineering and computing education anytime anywhere. This paper presents the many changes that have taken place in e-learning, the increase in blended learning and remote students, involving regular contacts with their lecturers by use of webcams, Second Life as well as email, teleconferencing and various other technologies. The range of courses and assessment methods will be discussed, such as the MSc course in e-Learning at the University of Ulster and the MSc in Six Sigma at Southampton Solent University. The paper reports on the range of activities of the British Computer Society e-Learning Specialist Group and its increasing influence in various countries around the world, both relating to academic training and personal continuous professional development. The increasing gap in the digital divide faced by learners in the technology driven society of the 21st century calls for creation of new opportunities for continuous education. We note the need to develop new curricula, appropriate pedagogy and tutor professional development in information technology literacy to prepare and help the tutor develop a critical process for implementing new tools and technologies in education. Engineering and computing educators face a lot of challenges in implementing e-learning. There must be clear understanding of if, how and when e-learning may be best employed in their courses to maximise learning experience. In the course of developing such a course the system must be fit for purpose. It is crucial that the educator possess the skills for developing the required system. In situation where this is not the case outside assistance could be employed.

—In present day’s world of globalisation, institutionsare not only fostering the formation of graduates ableto operate in one location or country but desires to producethe global engineer equipped with the right knowledge andskills able to operate in any part of the world. A lot of onlineresources have been developed and are made freely availableon the World Wide Web (web). Some of these havebeen developed by individuals, institutions and businessorganisations with an aim to engage learners and users andin aid of helping them improve their productivity and use ofthese tools either for personal or workplace benefit. Thispaper examines some of the resources for sharing andcollaboration in engineering education investigating theprospect and challenges and influence of online technologies.We examine the influence of culture and impact oflanguages with a focus on Africa. In recognition of thechallenges and potential for positive contribution to improvedlearning, economy and life in general, we concludethat it is paramount that opportunities created by moderntechnologies be explored and exploited through sharing andcollaboration for enhanced engineering education provisionin Africa.