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Given the advancements in information and communication technologies and the significant opportunities for effective integration of such technology into academic environments, the Department of Architectural Engineering at Penn State (Penn State AE) has established and continues to refine a framework for the use of web-enhanced protocols in their yearlong capstone design course sequence. This paper will address the curriculum development and representative course enhancements associated with the framework, while showcasing various elements of the student-centered learning environment. In addition, an overview of the web-enhanced capstone design model being used at Penn State will be discussed. The use of web technology has provided a means for improving course management by the instructor, increasing the visibility of student-generated projects, enhancing the practice-based course content, increasing project archives, and emphasizing knowledge partnerships through student/practitioner interaction.
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Dougherty et al. (2006) studied this question.