A framework for advanced Information Communication Technologies integration within Higher Education Engineering Graphics and Design to improve spatial visualization

Abstract

The purpose of the study was to discover and define the impact of subject-specific advanced information communication technologies as a medium for the teaching and learning of Engineering Graphics and Design in higher education in order to enhance students’ understanding of sectioned mechanical assembly drawings while improving spatial visualization. Furthermore, students’ self-directed learning skills were determined and advanced information communication technologies were implemented to improve students’ self-directed learning skills while using information communication technologies. Taking into consideration the different needs of Engineering Graphics and Design student teachers during the facilitation of teaching and learning, the primary aim is to describe a suitable framework to foster spatial visualization skills, self-directed learning skills and information communication technology skills with the integration of advanced information communication technologies in Engineering Graphics and Design within higher education. A mixed-methods action research methodology, based on Norton’s five action research steps, aligned with Whitehead and McNiff’s action plan, was employed in the study. A combined qualitative and quantitative research methodology was followed to explore and describe how to improve the teaching and learning of Engineering Graphics and Design by means of action research. The study was guided by the interpretivist/constructivist paradigm to improve student teachers’ understanding of sectioned mechanical assembly drawings while using information communication technology and improving their spatial visualization skills, self-directed learning skills and information communication technology skills as the foundation of the study.