Transitioning Towards E-Learning: A Paradigm Shift in Teaching and Learning

The emergence of e-learning has revolutionized the landscape of education, fundamentally reshaping traditional teaching and learning methodologies. This paper investigates the multifaceted transition toward e-learning, thoroughly exploring its implications, challenges, and opportunities for both educators and learners. By examining the transformative impact of technology on education, this paper aims to provide nuanced insights into the evolving role of educators, the dynamics of online learning environments, and strategies for effective e-learning implementation. One significant focus of this study is the enhancement of problem-solving skills in first-year interdisciplinary engineering students through the implementation of a targeted summative assessment strategy within a specific course. The objectives of this study are multifaceted: they encompass assessing the initial problem-solving abilities of these students, designing and executing a focused summative assessment plan custom-made to their needs, and evaluating the effectiveness of this plan. This research not only identifies the immediate benefits and drawbacks of e-learning but also proposes actionable strategies for educators to enhance their teaching practices. The study’s findings on problem-solving skills are particularly valuable, as they offer practical insights into how targeted assessments can significantly improve these essential skills in engineering students. By addressing these comprehensive objectives, this research aims to contribute valuable insights into fostering effective problem-solving skills among interdisciplinary engineering students. Hence, this paper will be of significant interest to educators, policymakers, and researchers committed to advancing educational methodologies and student outcomes in an increasingly digital world.