Student Perceptions of Internet‐Based Learning Tools in Environmental Engineering Education

Abstract The Internet provides an excellent framework for learning, communication, information exchange, and collaboration in engineering education. This existing electronic infrastructure was integrated into an undergraduate environmental engineering course in atmospheric physics and chemistry to foster discussion of course topics, peer evaluation, and collaborative learning. Four major Internet‐based learning tools were utilized to accomplish these objectives: 1) electronic copies of partial notes allowed students to remain engaged during class, 2) an electronic bulletin board enabled interactive discussion and peer evaluation of work, 3) multimedia assignments required students to retrieve information and direct their learning, 4) publicly accessible and peer‐reviewed Internet‐based term project reports provided motivation for quality and creative work. Student response to these new approaches was overwhelmingly positive, although preferences vary with learning style. While students assess many Internet‐based learning approaches as useful, conventional educational approaches are still viewed as important components to successful learning.