As time proceeds the use of computer aided learning (CAL) in undergraduate courses is becoming a more widespread and accepted form of teaching. This paper presents the CAL resources currently available in geotechnical engineering and engineering and environmental geology and is an extension and update of Toll (1999). In addition, the authors attempt to predict where CAL is heading in the future.
Computer aided learning (CAL) offers many advantages over traditional forms of learning. These include:
the ability to run simulations of laboratory experiments and design scenarios that allow the student to see the effect on some behaviour by modifying various parameter(s);
the material can be delivered in an exciting and challenging manner;
students are able to learn at their own pace, rather than fitting into a schedule set by the course timetable;
student progress and areas of difficulty can be automatically monitored;
scarce teacher, technician and equipment resources can be diverted to other areas, e.g. research.
Whilst CAL has a number of benefits it also suffers from a number of limitations.
These include:
students do not handle soil or rock nor operate test apparatus, hence, they cannot learn from these important experiences;
students may not appreciate experimental errors nor the time needed to carry out some geotechnical tests;
if the CAL resources are poorly designed, the student may be more concerned with navigating or ‘playing’ the software than with learning;
hardware limitations may cause the software to crash or the web-navigator to be unbearably slow, hence, detracting from the learning experience.
As a consequence, CAL should not be seen as a panacea but as another tool in the teacher's armoury of techniques and delivery modes.
