Technology-based teaching and learning is entering academic life at an amazing rate. It comes whether invited or not. Students and lecturers are confronted with new technologies. There are new teaching methods to accompany them, and new pressures to use them. E-learning is penetrating all areas of teaching and learning: academic institutions and corporate training alike. It has been generally accepted as a major and viable component of higher education. However, it is not clear how students accept the use of new technology. This paper deals with the question of acceptance by analysing the University of Botswana engineering students' reflection on Blackboard technology.
This journal serves as an international interdisciplinary forum of reference for engineering education. A balance between papers on developments in educational methods technology, case studies, laboratory applications, new theoretical approaches, educational policy and survey papers is aimed for. Comprehensive coverage of new education schemes and techniques makes the journal a unique source of ideas for engineering educators who are keen to keep abreast of latest developments in educational applications in all fields of engineering. Some of the areas covered more extensively in recent issues are: CAD, CAE, computer applications in teaching thermodynamics, material science, electrical engineering, new courses and curricula, engineering management, control engineering, mechanical engineering, engineering design, student evaluation and institutional accreditation.