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This paper explores, and argues for, the value of action research as a tool for practitioners to examine and potentially improve their own practice, and thus enhance student learning. It suggests that action research can be seen as lying on a continuum with feedback at one end, full educational research at the other and evaluation and action research fitting in between. All these activities are explored here with particular emphasis on action research. The paper is illustrated with examples in which the writers test out their arguments in their own situations, in India and Scotland.

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Engineering education in India has witnessed a major change over the past few years. Substantial increase in the demand for high-quality education has led to the adoption of information and communication technologies (ICT) for extending the outreach of education. This paper presents a review of some of these technology-enhanced initiatives already taken up by the government of India, as well as by some of the leading institutions in the country. Important developments include the National Programme on Technology Enhanced Learning (NPTEL), the use of an educational satellite called the EDUSAT and various other approaches such as the use of ‘virtual classrooms’ and ‘virtual laboratories’. The paper goes on to discuss some of the problem areas in the present mode of dissemination and deployment; some possible future trends and modalities are also outlined. These include blending collaborative learning with interactive technology-enhanced learning initiatives and finding ways of providing support for learners’ queries.

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