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An evaluation of the student response to electronics teaching using a CAL package
Abstract
A computer-based replacement for an existing electronics laboratory experiment has been created and tested on a sample of second year undergraduates. Their responses were assessed by questionnaire, and these show that CAL techniques do provide a viable means for teaching laboratory subjects. Computer simulation allows student learning to proceed at a pace which suits the individual. The system is available at any time, and can be used “out of hours”. Users are not inhibited by a fear of damaging equipment or components, and it was noted that this encouraged experimentation in a form which did not take place in the laboratory where “real” components were used. Students expressed a concern that they would not receive as much feedback from a laboratory supervisor. One of the intended advantages of CAL is to reduce the supervisor's workload. However, this was felt to be a misperception of the purpose of CAL sessions, since the removal of supervision was not contemplated. Formal timetabling allowed students to attend when advice and assistance were available, the difference between the CAL exercise and a traditional laboratory class is that the CAL software is also available at non-scheduled times. Complete replacement of all practical laboratory work by computer simulations was felt to be undesirable, by both the laboratory supervisors and the students.
... In contrast, a serious concern was that valuable practical experience would be lost by using a simulation [16]. For example, Dobson, Hill et al [16] point out that proficiency in the use of basic equipment such as oscilloscopes and signal generators is an important skill for engineers. ...
... In contrast, a serious concern was that valuable practical experience would be lost by using a simulation [16]. For example, Dobson, Hill et al [16] point out that proficiency in the use of basic equipment such as oscilloscopes and signal generators is an important skill for engineers. Handling real components, and taking the necessary precautions when circuit-building, are important abilities. ...
... For instance, the need to connect a power supply correctly reinforces the differences between active and passive components in a way which is lost on the simulator. Finally, there was a concern that students would place a large premium on the use of real equipment, and that the place of practical work in helping to bridge the gap between theory and reality may be lost [16]. Although the debate continues on the best methods for delivering laboratory classes, researchers generally advocate both modes and agree on the importance of gaining experience through hands-on laboratory work and express concern about the loss of valuable practical experience resulting from increased use of simulation and on-line labs. ...
Laboratory classes are valuable learning experiences and it is expected that students might acquire explicit and tacit knowledge or practical intelligence. This research has attempted to show the possibility of measuring practical intelligence that has not been assessed or measured in the past when evaluating different laboratory experiences for engineering students. These results demonstrated that practical intelligence (PI) can be measured by calculating the difference between participants' ratings and the experts' ratings. In the other words, the participants possessed a high level of practical intelligence, close to experts. The results demonstrate that we can devise effective ways to measure practical intelligence acquired by engineering students from laboratory experiences.
... In contrast, a serious concern was that valuable practical experience would be lost by using a simulation (Nedic, Machotka, & Nafalski, 2003). For example, researchers (Dobson, Hill, & Turner, 1995) point out that proficiency in the use of basic equipment such as oscilloscopes and signal a generator is an important skill for engineers. Handling real components, and taking the necessary precautions when circuit-building, are important abilities. ...
... For instance, the need to connect a power supply correctly reinforces the differences between active and passive components in a way which is lost on the simulator. Finally, there was a concern that students would place a large premium on the use of real equipment, and that the place of practical work in helping to bridge the gap between theory and reality may be lost (Dobson, Hill, & Turner, 1995). Although the debate continues on the best methods for delivering mechatronics laboratory classes, researchers generally advocate both modes and agree on the importance of gaining experience through hands-on mechatronics laboratory work and express concern about the loss of valuable practical experience resulting from increased use of simulation and on-line labs. ...
... In contrast, a serious concern was that valuable practical experience would be lost by using a simulation (Nedic, Machotka, & Nafalski, 2003). For example, researchers (Dobson, Hill, & Turner, 1995) point out that proficiency in the use of basic equipment such as oscilloscopes and signal a generator is an important skill for engineers. Handling real components, and taking the necessary precautions when circuit-building, are important abilities. ...
... For instance, the need to connect a power supply correctly reinforces the differences between active and passive components in a way which is lost on the simulator. Finally, there was a concern that students would place a large premium on the use of real equipment, and that the place of practical work in helping to bridge the gap between theory and reality may be lost (Dobson, Hill, & Turner, 1995). Although the debate continues on the best methods for delivering mechatronics laboratory classes, researchers generally advocate both modes and agree on the importance of gaining experience through hands-on mechatronics laboratory work and express concern about the loss of valuable practical experience resulting from increased use of simulation and on-line labs. ...
Universities are placed under considerable pressure to produce employable graduates as the number of unemployed graduates is steadily on the rise. Industries are finding it increasingly difficult to find suitable candidates and poor working skills and experienced engineers are also lamenting that engineering graduates do not seem to be aware of the kinds of experience or “practical intelligence (PI)” needed in their work. Practical intelligence as it is often referred to the ability of a person to solve practical challenges in a given domain. The lack of practical intelligence may be due to the way in which explicit knowledge is valued and subsequently assessed in engineering education namely, via examinations, tests, laboratory reports, tutorial exercises. The lack of effective assessments on practical intelligence indicates implicit devaluation of practical intelligence which can significantly impair engineering students’ ability to acquire and value practical intelligence.
In order to solve this problem, we proposed a new method of assessment for measuring practical intelligence acquired by engineering students after performing engineering laboratory classes. The novices-experts approach will be used in designing the assessment instruments; based on the behaviors’ of students (novices)/experts observed and novices/experts representative work-related situations. To achieve the objective, the experts will undertake practical technical problem solving activities in a specific laboratory tasks and in-depth observation and interviews on experts’ behavior will be carried out, to establish a valid and reliable practical intelligence instrument. The similar method will be used on novices’ side. The practical intelligence can be measured by calculating the difference between participants’ ratings and the experts’ ratings; the closer the novices with experts, the higher the practical intelligence acquired by novices. The anticipated outcome is that the results could demonstrate a novel method of laboratory classes’ assessment by measuring individual practical intelligence acquired after performing the laboratory tasks.
... They promote a safe environment for students to test hypotheses and investigate outcomes on issues that sometimes are difficult or impossible to do with hands-on physical platforms 38,39 . Experimentation can take place with the student's pace 40 . Virtual labs are available anytime 39,40 . ...
... Experimentation can take place with the student's pace 40 . Virtual labs are available anytime 39,40 . Teachers can save their contact time with the students by fostering the simulations 39 . ...
Laboratory education is a concrete part in engineering and science degrees, however, there has been little attention paid for it during the past four decades. Many research papers refer to poor constructivist learning during the laboratory sessions, indicating the need for reforming the laboratory education in a way that facilitates constructivist learning as well as conceptual understanding. One important remedy of the engineering laboratories that has been investigated is the introduction of pre-lab preparation sessions. Johnstone (2001) investigated preparing the students for a chemistry lab through the lab manual, the study revealed positive impact of the preparation session on the actual hands-on lab session. Johnstone justified the preparation session from cognitive psychology perspectives basing on the information processing model of memory perception and storage of the sensed attributes. Abdulwahed and Nagy (2008) investigated the impact of pre-lab preparation session of a process control hands-on lab through practicing the lab manual with a virtual lab. The study also revealed similar results to Johnstone study, and they based their findings on Kolb’s experiential learning theories. Actually, associating the lab preparation through practicing the lab manual with a virtual lab could result in enhanced preparation level and hence better performance in the actual hands-on session that it is the case of only reading the manual thoroughly without a practice with a virtual lab. However, a quantitative proof or disproof of this hypothesis has not been thoroughly researched yet. This paper reports on a pedagogical study of the proposed thesis on an MCU laboratory. After the introduction part and the related literature review, a brief description of the lab is presented. Then a section on the pedagogical and the experimental design consideration is provided. The investigation methodology utilizes two equivalent formed groups, control and experimental. The control group students conduct the lab after preparation session where they read the manual thoroughly, take notes, and get feedback of any questions from the TA. The experimental group students conduct the lab after preparation session where they follow the manual with a virtual lab. The hands-on lab assessment of both groups is taken and the outcome is analyzed statistically. The quantitative results shows strong statistical evidence that a preparation with virtual lab results in higher learning outcome, furthermore, there has been significant difference of the control and experimental group students dynamics and engagement during the preparation session. The findings will be presented in detail.
... In contrast, a serious concern was that valuable practical experience would be lost by using a simulation (Nedic, Machotka, & Nafalski, 2003). As example, referring to (Dobson, Hill, & Turner, 1995), proficiency in the use of basic equipment such as oscilloscopes and signal generators is an important skill for engineers. Handling real components, and taking the necessary precautions when circuitbuilding , are important abilities. ...
... For instance, the need to connect a power supply correctly reinforces the differences between active and passive components in a way which is lost on the simulator. Finally, there was a concern that students would place a large premium on the use of real equipment, and that the place of practical work in helping to bridge the gap between theory and reality may be lost (Dobson et al., 1995). However, another alternative is somewhere in between: remotely operated laboratories (Gillet et al., 2005; Henry, 2000; Nedic et al., 2003). ...
The word “unintentional” means, “which is not intended”: unintentional learning occurs when a person learns unconsciously or accidentally, without awareness or without being explicitly instructed or tutored. Unintentional learning refers to a situation in which people may learn about a complex domain without intending to do so. When asked, they may not even be able to articulate or recall what they learned. In this exploring study, unintentional knowledge means the knowledge gaining without intention to learn or through experience rather than direct instruction. As example, somebody knows how to tighten a nut. This knowledge is likely learned without direct instruction but develops through observation, ‘trial-and-error’ experience, mistake, repeated job or etc. Therefore, it is believed that the knowledge of using or operating basic mechanical (or electronics) parts in engineering laboratory environment, in a proper way is gaining unintentionally.
Thus, in this series of books, the author’s PhD research attempt to explore issues of unintentional learning @ tacit knowledge @ practical intelligence in engineering laboratory classes’ environment. The research explores the issues from scratch, literature reviews; develop measurement instruments, experiments, and analyses data until valuable finding of the research. This PART 1 of the book is describing a proposal of research on the impact of unintentional learning @ tacit knowledge @ practical intelligence on students’ ability and achievement in laboratory classes: hands-on, simulation or remote laboratory.
... In contrast, a serious concern was that valuable practical experience would be lost by using a simulation [30]. For example, Dobson, Hill et al [31] point out that proficiency in the use of basic equipment such as oscilloscopes and signal generators is an important skill for engineers. Handling real components, and taking the necessary precautions when circuit-building, are important abilities. ...
... For instance, the need to connect a power supply correctly reinforces the differences between active and passive components in a way which is lost on the simulator. Finally, there was a concern that students would place a large premium on the use of real equipment, and that the place of practical work in helping to bridge the gap between theory and reality may be lost [31]. Although the debate continues on the best methods for delivering laboratory classes, researchers generally advocate both modes and agree on the importance of gaining experience through hands-on laboratory work and express concern about the loss of valuable practical experience resulting from increased use of simulation and on-line labs. ...
Experience in an engineering laboratory is important for engineering students and likely to enhance understanding of engineering concepts for which they have learned the theory. Although the aim of the laboratory is an opportunity to learn and gain experience, we do not know much about what actually happens in a typical laboratory class. The development of experience either intentionally or unintentionally, will happen when the students are performing tasks in the laboratory. We distinguish explicit learning related to the stated learning objectives from other learning of implicit knowledge, tacit knowledge and practical intelligence which we refer to as unintentional learning. Through their laboratory experience, they may possibly be able to detect and solve problems or diagnose faults in the equipment. The purpose of this research is to explore links between unintentional learning and experience in laboratory with practical intelligence relating to the ability to diagnose equipment faults. Proposed methodologies for this research are described in this paper.
... In contrast, a serious concern was that valuable practical experience would be lost by using a simulation [6]. For example, researchers [7] point out that proficiency in the use of basic equipment such as oscilloscopes and signal a generator is an important skill for engineers. Handling real components, and taking the necessary precautions when circuit-building, are important abilities. ...
... For instance, the need to connect a power supply correctly reinforces the differences between active and passive components in a way which is lost on the simulator. Finally, there was a concern that students would place a large premium on the use of real equipment, and that the place of practical work in helping to bridge the gap between theory and reality may be lost [7]. Although the debate continues on the best methods for delivering laboratory classes, researchers generally advocate both modes and agree on the importance of gaining experience through hands-on laboratory work and express concern about the loss of valuable practical experience resulting from increased use of simulation and on-line labs. ...
Acquiring practical intelligence play an important role in laboratory work and it occurs when the students are performing tasks
the laboratory. Nonetheless, practical intelligence has not yet been assessed or measured. Furthermore, since engineering practice
also relies on substantial practical intelligence, it would be useful to study the extent to which students acquire this. The aim of
this research is to find ways to measure changes in practical intelligence in order to assess informal learning in engineering
laboratory classes. We would also like to test the relationship between practical intelligence acquired in laboratory classes with
the ability to diagnose simple experiment faults in laboratory arrangements. A methodology of evaluating practical intelligence
and assessment of faults diagnosis tasks are described and the results of this study are discussed.
... The inability to visualize internal circuit processes, the fear of injury, and concerns to damage hardware, are significant key barriers of education in basic electronics [4,19]. The development of technology-mediated self-directed learning strategies to these problems is as diverse as the challenges they aim to address. ...
Understanding electronics is a critical area in the maker scene. Many of the makers' projects require electronics knowledge to connect microcontrollers with sensors and actuators. Yet, learning electronics is challenging, as internal component processes remain invisible, and students often fear personal harm or component damage. Augmented Reality (AR) applications are developed to support electronics learning and visualize complex processes. This paper reflects on related work around AR and electronics that characterize open research challenges around the four characteristics functionality, fidelity, feedback type, and interactivity.
... Bengu and Swart 1 and Sears and Watkins 2 have described learning modules developed for use on the World-Wide Web (WWW). Cobourn and Lindauer, 3 Mosterman et al., 4 Harger 5 and Dobson, et al. 6 have described additional learning modules for a variety of engineering programs developed with various authoring software. The authors of References 3 through 6 distributed questionnaires to their students in order to assess student receptivity to the modules. ...
... It is because their real nature requires a large space, laboratory materials, and a large allocation of time for lecturers or instructors (Philippatos & Moscato, 1971;Hessami & Sillitoe, 1992;Farrington et al., 1994). In addition, students feel uncomfortable working in hands-on laboratories (Cruickshank, 1983;Magin & Reizes, 1990;Dobson et al., 1995). Hands-on laboratories are not able to provide students with special needs (Colwell et al., 2002), and cannot serve the needs in the implementation of distance learning (Shen et al., 1999;Watt et al., 2002). ...
The availability of modules to support basic electronic practices based on virtual laboratories has not yet met the needs. The purpose of this development research is to produce basic electronic practice learning devices based on the PSPICE application program. The development procedure uses ADDIE (analysis, design, development, implementation, evaluation). ADDIE is used to direct the design process as specified. Product performance was tested using ongoing formative evaluation. The product feasibility test uses a comparative analysis of the results of the PSPICE experiment against the theory. The results show that all modules developed can display the same characteristics as their theoretical character. The results show that the modules have very good performance. Modules are suitable for use as a medium for basic electronic practice using PSPICE-based virtual laboratories. The products are in the form of electronic circuits with 31 schematic PSPICE formats. Product results to support basic electronic practices covering topics: capacitor filling and discharging, RC circuits, diode characteristics, wave forming circuits, rectifier circuits, voltage clamp, voltage circuits, transistor characteristics, and amplifier transistor.
... A number of revisions have testified that it can be effective in raising exam notches, improving student insolences, and dipping the time desirable to master course ingredients (Canham and Dickie, 1986;Collis, Obserg, and Sherra, 1988-89;Nipp and Straub, 1986). It similarly has been revealed that students like the approach of demonstration (Anderson-Harper, Mason, and Popovich, 1988;Brown, 1995), that it is watched as a positive practice (Deardoff, 1986), and that it is appropriate for individual learning requirements (Dobson, 1995). Nevertheless, Kulik and Kulik (1989) decided that well-designed investigation is needed earlier to any real deductions about the efficiency of CAL can be drawn. ...
... This is in agreement with several studies on the efficiency of the use of CBI in recent years which have continued to show positive effects on learners' achievement, attitude towards computers and the subject matter, and perceptions of classroom environments (Kiboss 1997). Many studies carried out by several other authors have shown that computer simulations experiments are equally successful or more effective than real experiments in increasing understanding and promoting interactive learning in subjects ranging from Geography to Medicine (Cavender and Rutter, 1997;Coleman, 1994;Dewhurst, 1994;Dobson, 1995). Past research has shown that using computers for performing graphical functions seem to aid students' understanding of mathematics concepts and removes the drudgery of creating the physical graph (Mokros and Tinker, 1987). ...
... resources such as space, time and money become depleted. as a response to these problems many universities are now using simulation software as an adjunct to traditional teaching methods (Cheong, 2004;dobson & turner, 1995). results from studies have supported that using a computer program, as an addition to laboratory practicals are beneficial in terms of learning and confidence gains (Booth et al. 2010;rolfe, 2009). ...
This study compared two programs developed as a learning
tool for students to practise basic laboratory procedures.
One was a Flash simulation program, the other a Second Life
virtual reality program. A cohort of 93 bioscience students
participated in the between trial. A control group was used
to establish if using either program affected learning or confidence
gains. Gains were assessed by collecting pre-demo
and post-demo scores. Results showed no difference in gains
between the Flash and Second Life conditions but both had
significantly higher confidence gains than the control condition.
However, the control group had a significantly higher
pre-demo score casting some doubt on the reliability of the
result. Students scored Flash significantly higher as a learning
tool in an evaluation questionnaire. Furthermore, comments
from the focus group demonstrated that the majority of students
preferred to use Flash finding it easier to use, quicker
and with less distractions than Second Life. The University of
East London will now focus upon developing the Flash version
of the laboratory procedures simulation.
... However, there are a number of disadvantages to the use of simulators to teach electronics. 9 Simulators only simulate electronic circuits. They do not teach. ...
Laboratory and practical classes are an important part of the education of students in electronics and electrical engineering. For a number of years now, students enrolled in the common first- year electronics unit by distance mode at Deakin University have received a home experimentation kit. The kit supports a full complement of experiments in digital electronics, and a partial set of analog experiments. Exercises containing AC investigations, such as amplifiers and AC circuits, require either on-campus attendance or at-home computer simulations. The limitation is the need for the student to have access to AC signal generators and oscilloscopes. In this study, we propose a low-cost AC experimental package to be issued to off-campus students, complementing the electronics kits currently in use. A single circuit board contains a simple AC signal generator and oscilloscope input. The device is capable of producing sine, square and triangular waves up to 860 kHz, and output voltages up to 7 volts peak to peak. The oscilloscope package employs the sound card of a PC and a software package to allow PC measurements of real AC signals. In addition to allowing students to perform their specific AC exercises at home, the package will also be useful for electronics studies at later years.
... A number of studies have reported that it can be successful in raising exam scores, improving student attitudes, and reducing the time needed to master course materials (Canham and Dickie, 1986;Collis, Obserg, and Sherra, 1988-89;Nipp and Straub, 1986). It also has been shown that students like the mode of presentation (Anderson-Harper, Mason, and Popovich, 1988;Brown, 1995), that it is viewed as a positive experience (Deardoff, 1986), and that it is suitable for individual learning needs (Dobson, 1995). ...
Computer aided instruction (CAI) encompasses a broad range of computer technologies that supplement the classroom learning environment and can dramatically increase a student's access to information. Criticism of CAI generally focuses on two issues: it lacks an adequate foundation in educational theory and the software is difficult to implement and use. This paper describes the educational use of CAI in two different courses at a small, private university and the implementation and use experiences of the instructors. One instructor used Homework Manager in Principles of Financial Accounting and the other instructor used Aplia in Principles of Microeconomics. It is shown that the use of CAI is pedagogically effective and that currently available applications are easy to integrate into the student's in-class experience. The paper also reports on the impact that using CAI has on student evaluations of both the course and the instructor and on student grades. For student evaluations, mean responses were compared on ten questions believed to be influenced by the switch from traditional homework assignments to CAI-based homework assignments. While differences were generally in the expected direction, it could not be shown that CAI had a direct impact on student evaluations of either the course or the instructor. For student grades, final exam grades were compared before and after the adoption of CAI. It is shown that the use of CAI significantly increased student final exam grades. (Contains 3 tables.)
... Also, due to the limitation of space and resources, hands-on labs are unable to meet some of the special needs of disabled students [Colwell et al. 2002] and distant users [Shen et al. 1999;Watt et al. 2002]. Additionally, students' assessments suggest that students are not satisfied with current hands-on labs [Cruickshank 1983;Dobson et al. 1995;Magin and Reizes 1990]. ...
Laboratory-based courses play a critical role in scientific education. Automation is changing the nature of these laboratories, and there is a long-running debate about the value of hands-on versus simulated laboratories. In addition, the introduction of remote laboratories adds a third category to the debate. Through a review of the literature related to these labs in education, the authors draw several conclusions about the state of current research. The debate over different technologies is confounded by the use of different educational objectives as criteria for judging the laboratories: Hands-on advocates emphasize design skills, while remote lab advocates focus on conceptual understanding. We observe that the boundaries among the three labs are blurred in the sense that most laboratories are mediated by computers, and that the psychology of presence may be as important as technology. We also discuss areas for future research.
Exploring and interacting with electronics is challenging as the internal processes of components are not visible. Further barriers to engagement with electronics include fear of injury and hardware damage. In response, Augmented Reality (AR) applications address those challenges to make internal processes and the functionality of circuits visible. However, current apps are either limited to abstract low-fidelity applications or entirely virtual environments. We present ElectronicsAR, a tangible high-fidelity AR electronics kit with scaled hardware components representing the shape of real electronics. Our evaluation with 24 participants showed that users were more efficient and more effective at naming components, as well as building and debugging circuits. We discuss our findings in the context of ElectronicsAR's unique characteristics that we contrast with related work. Based on this, we discuss opportunities for future research to design functional mobile AR applications that meet the needs of beginners and experts.
The integration of CAI into the teaching and learning of the circulation of blood in humans in Kpando Senior High School in the Volta Region of Ghana was investigated. Action research design was used. Seventy eight (78) students were purposively selected from classes 3CI and 3C2, in addition to twenty (20) selected teachers from the school. Achievement tests on Deoxyribonucleic Acid (DNA), Ribonucleic Acid (RNA) and protein synthesis were used to assess the students. Structured interview guides were used to collect data from the teachers. The data gathered were analysed using SPSS to find out whether the levels of the two classes were equivalent in terms of their performances in the lessons taught using the traditional method and the interventional tool, CAI. The result of the study revealed a statistically significant increase in the achievements or performance of the students that received the computer based lesson. In addition, the research revealed that the use of ICT in the teaching and learning increased the academic successes of the students, and also changed the concept from abstract to concrete making it easier for the students to understand. The results further showed that the teachers although have access to ICT but the lack of technical support and expertise were the prominent factors that hindered their readiness and confidence to apply the use of ICT in their teaching and learning. Therefore, emphasis must be placed on the pedagogical use of ICT in the teaching and learning process. A well-equipped ICT laboratory, with internet connectivity should be establish~in all SHSs, to enhance proper integration of ICT into teaching and learning environment.
This paper reports the structure, content and observed success of an innovative teaching strategy in the subject area of digital electronics that has been developed for undergraduate students of Industrial Design and Technology at Loughborough University of Technology.
The rapid and continuing expansion of the range of devices and tools available to digital electronic systems designers, especially in the area of programmable and microprocessor systems coupled with computer simulation, has prompted this change in teaching strategy. The approach adopted suggests that not all traditional aspects of digital electronics courses need to be included in an introductory syllabus, but that if a focused, limited range of knowledge and skills can be taught in depth then this may enable students to deal more effectively with open ended design situations. The main focus of the teaching programme is a series of lectures and laboratory sessions dealing with the organization, characteristics and applications of the UV erasable EPROM (Electrically Programmable Read Only Memory). The teaching programme seeks to engage students in a systems approach to design, whilst providing a narrow but deep spline of knowledge to facilitate confident design decision making. In this way, student confidence is promoted during the module. Later in the course, students are provided with an opportunity to practice creative technological design through engagement in the design and development of solutions to client based industrial projects. The extent to which the taught knowledge base has been utilized and a systems design strategy adopted in this later project work has been used as a tangible indicator of the success of the teaching programme.
As technology advances and its related knowledge base grows, students in technical disciplines must assimilate an increasing number of concepts and acquire more hands-on skills, requirements that often increase the amount of time needed for course-related activities. In many cases, students are not able to perform all practical exercises in on-campus facilities, but given appropriate tools can complete some activities outside the classroom. Interactive simulation software has the potential to provide effective hands-on experiences in environments other than campus classrooms or laboratories. This study examined how student learning is affected when selected hands-on activities are performed with the Lab-Volt Electromechanical System Simulator. Study results indicated that the simulator had a positive impact on learning the concepts and characteristics of electrical motors.
The effectiveness of computer based review sessions to increase the student's conceptual understanding of electrical circuits is analyzed. Investigations show that a consistent presentation in terms of font size, highlighting colors and design will attarct the students attention. The computer-based materials can be used in distance education activities. The results show that the computer-based study allows easy integration of the content into multimedia presentations with sound and animation.
High cost of traditional or hands-on laboratory classes and the need for distance learning in many university institutions has been a trend towards providing online laboratory classes through electronics access. Aligned to this trend, Universiti Malaysia Perlis started a project to develop and test new technologies for student learning using the internet, including a substantial effort in electronics access laboratories (e-Lab). The e-Lab class can offer cost savings compared to a hands-on laboratory and has been made possible by advancements in software and communication technologies.
However, some significant limiting factors have become apparent. The technology has not been widely adopted elsewhere. Nearly all engineering laboratory classes still follow traditional patterns, as do lecture and tutorial classes. Therefore it is worth asking why the adoption of such an attractive technology has been so much slower than expected. To answer this question we started a project to understand more about the practical learning outcomes from traditional and e-Lab classes.
When we measure practical intelligence (experience) in e-Lab classes, we not only found we could measure a significant gain in e-Lab practical intelligence, but also predict students’ ability to diagnose equipment faults. For the first time, therefore, we can demonstrate that there are real advantages inherent in e-Lab classes and we can measure this advantage. It is possible that measurements of practical intelligence may reveal novel and more powerful ways for students to acquire practical knowledge and skills.
Results show that performing an experiment by e-Lab or away from the physical equipment can have significant effect on the student's practical intelligence (learning experience) while not affecting learning outcomes. The physical separation allows students to learn and interact freely and creates a good opportunity for knowledge transfer.
Laboratory education is a concrete part in engineering and science degrees, however, there has been little attention paid for it during the past four decades. Many research papers refer to poor constructivist learning during the laboratory sessions, indicating the need for reforming the laboratory education in a way that facilitates constructivist learning as well as conceptual understanding. One important remedy of the engineering laboratories that has been investigated is the introduction of pre-lab preparation sessions. Johnstone (2001) investigated preparing the students for a chemistry lab through the lab manual, the study revealed positive impact of the preparation session on the actual hands-on lab session. Johnstone justified the preparation session from cognitive psychology perspectives basing on the information processing model of memory perception and storage of the sensed attributes. Abdulwahed and Nagy (2008) investigated the impact of pre-lab preparation session of a process control hands-on lab through practicing the lab manual with a virtual lab. The study also revealed similar results to Johnstone study, and they based their findings on Kolb’s experiential learning theories. Actually, associating the lab preparation through practicing the lab manual with a virtual lab could result in enhanced preparation level and hence better performance in the actual hands-on session that it is the case of only reading the manual thoroughly without a practice with a virtual lab. However, a quantitative proof or disproof of this hypothesis has not been thoroughly researched yet. This paper reports on a pedagogical study of the proposed thesis on an MCU laboratory. After the introduction part and the related literature review, a brief description of the lab is presented. Then a section on the pedagogical and the experimental design consideration is provided. The investigation methodology utilizes two equivalent formed groups, control and experimental. The control group students conduct the lab after preparation session where they read the manual thoroughly, take notes, and get feedback of any questions from the TA. The experimental group students conduct the lab after preparation session where they follow the manual with a virtual lab. The hands-on lab assessment of both groups is taken and the outcome is analyzed statistically. The quantitative results shows strong statistical evidence that a preparation with virtual lab results in higher learning outcome, furthermore, there has been significant difference of the control and experimental group students dynamics and engagement during the preparation session. The findings will be presented in detail.
Studies concerning student preferences and student learning as a function of the instructional design and delivery of a computer-based teaching (CBT) module are presented. The studies were conducted in conjunction with the development of twenty-one CBT modules for an Introduction to Manufacturing Processes laboratory that emphasized metal removal. Study results indicate there is no statistically relevant difference in learning between students using material presented with traditional multimedia (35 mm slides and cassette tapes) and the identical material presented with digital multimedia. Engineering students' preferences for interface design and audio-visual information presentation are also presented. The most important result is that learning outcomes of a reader-driven CBT module were found to be statistically lower than those associated with author-driven CBT module, especially for average and below-average students. These results suggest that if students must absolutely understand material, e.g., laboratory safety, the CBT should be author-driven. Based on these results, we speculate that average and below average engineering students are more linear learners. A hybrid scheme, where information presentation transitions from an author-driven to a reader-driven environment may help weaker students develop better non-linear, open-ended problem solving skills.
Empirical studies suggest that practical intelligence acquired in engineering laboratories is valuable in engineering practice and could also be a useful learning outcome that is a result from a laboratory experience. To prove this, the author started a project to understand further about the practical learn-ing outcomes from traditional laboratory classes. When tools used by psychologists were applied to measure practical intelligence in an electronics laboratory class, not only could a significant gain in hands-on practical intelligence be measured, but students' ability to diagnose equipment faults could also be predicted. For the first time, therefore, the author can demonstrate that there are real advantages inherent in hands-on laboratory classes, and supported by Outcome Based Education (OBE) method, it is possible to measure this advantage. It is possible that measurements of practical intelligence may reveal new and more powerful ways for students to acquire practical knowledge. The results firstly dem-onstrate the ability to devise effective ways to assess the outcomes of practical intelligence acquired by engineering students from their laboratory experiences. The results from the study show that the score on practical intelligence outcomes is proportional with the outcomes of the ability in diagnosing equip-ment faults. Therefore, the novel results suggest that practical intelligence scores predict the ability to diagnose experiment faults for similar laboratory equipment.
Experience in an engineering laboratory is an important element for engineering students and likely to enhance engineering concepts, which they have learned theoretically. Although the aim of the laboratory is giving opportunities to learn and gain experience, we do not know what actually happens in the laboratory. The development of experience either intentionally or unintentionally, will happen when the students are 'doing' the laboratory. Through their experience, they may possibly be able to detect and solve problems or easily diagnose faults of the equipment. Gaining knowledge and experience unintentionally are believed to play an important role in laboratory work. However, the question is, do the students who gain experience during their laboratory classes possess a high level of unintentional knowledge which allow them to diagnose the faults of equipment easily. Therefore, the aim of this research is to explore unintentional experience gained by students after attending laboratory experiments. In the first part of this research, the students were observed individually during the experiments and they were involved in an informal interview. Through the observation and interview, it was predicted that the students would gain unintentional experience and knowledge when they were doing the experiments. Thus in the second part, the related experience, i.e the ability to recognize basic knowledge of mechanical (and electronic) parts and activities, was explored by an on-line multimedia survey. The students answered the survey twice, before and after attending the laboratory experiments and the results of these surveys show the difference in scores between pre and post. The students gained a higher score in the post survey, and it is predicted that the students had gained the knowledge to answer the post survey through their experience in doing the experiments. Then, for further research, the students will be given an activity to diagnose simple faults which are related to the experiments. In summary, this research is to find the correlation between unintentional experience and knowledge in laboratory with the ability to diagnose equipment faults.
Problem Statement: The number of relationships between important concepts is higher in physics courses than in other courses. As well as the definitions of complicated concepts, the feature of concepts should be learned. Using traditional instructional methods are sometimes not enough to teach physics concepts like velocity and displacement. Based on implications in the literature, Computer Simulated Experiment (CSE) seems to be a satisfactory approach that can be used to promote students' science achievement and it is important to test how successful it will be when compared to Hands on Laboratory (HOL) study. Purpose of Study: The main purpose of this study was to investigate the effectiveness of CSE over HOL study on the understanding of velocity and displacement concepts when both teaching methods were used as a supplement to regular classroom instruction. The second purpose was to identify whether logical thinking ability accounted for a significant portion of variation in achievement related to velocity and displacement concepts. Methods: In this study, the pretest/post-test control group design was used. Each treatment (CSE & HOL) was randomly assigned to the experiment group and the control group. Both groups were administered a pretest of Velocity and Displacement Concepts Achievement Test (VDCAT) and a Logical Thinking Ability Test as dependent variables. Then both groups were post-tested with the same VDCAT. The sample of the present study consisted of 61 tenth grade students enrolled in two physics classes of the same teacher in a high school. Findings and Results: Post-test scores revealed that a significant difference was obtained between the mean scores attained by the CSE group and hands-on group with respect to physics achievement. The CSE group scored significantly higher than the hands-on group with respect to achievement in physics related to velocity and displacement concepts. On the other hand, logical thinking ability accounted for a significant portion of variance in physics achievement. Conclusions and Recommendations: Computer-simulated laboratory experiments, together with classroom instruction, appear to be a practical strategy in implementing a physics program. They can be organized such that the application of physics concepts is stressed. This approach will improve understanding of physics subject matter. Well-designed computer simulations can be used for teaching some concepts without extra effort and time from the teacher to prepare materials.
This paper identifies key factors affecting conceptual gains from using a CAL package and their application to a practical laboratory class. Data was collected on over 120 first year students who studied a CAL package as an integral part of their course at two sites of a university. A variety of factors were analysed in order to identify which ones affected conceptual gains. These factors were students' biographical characteristics, design features of the CAL package and the way the CAL was integrated into the curriculum. The key factors that were identified as having an effect on conceptual gains were the students' prior academic attainment, their prior use of email, the WWW and CAL packages, and the way that the CAL package was integrated into the course. Those students, who were most successful in learning from the CAL and applying this learning, had higher academic attainment and had previously used the WWW, email and other CAL packages. They were also better at linking their study of the CAL package to other parts of the course.
A large-scale, multi-year, randomized study compared learning activities and outcomes for hands-on, remotely-operated, and simulation-based educational laboratories in an undergraduate engineering course. Students (N = 458) worked in small-group lab teams to perform two experiments involving stress on a cantilever beam. Each team conducted the experiments in one of three lab formats (hands-on, remotely-operated, or simulation-based), collecting data either individually or as a team. Lab format and data-collection mode showed an interaction, such that for the hands-on lab format learning outcomes were higher when the lab team collected data sets working as a group rather than individually collecting data sets to be combined later, while for remotely-operated labs individual data collection was best. The pattern of time spent on various lab-related activities suggests that working with real instead of simulated data may induce higher levels of motivation. The results also suggest that learning with computer-mediated technologies can be improved by careful design and coordination of group and individual activities.
This paper introduces a novel model of laboratory education, namely the TriLab. The model is based on recent advances in ICT and implements a three access modes to the laboratory experience (virtual, hands-on and remote) in one software package. A review of the three modes is provided with highlights of advantages and disadvantages of each mode. It is shown that recent literature on laboratory education recommends hybrid structures. Some literature has reported on the use of two modes hybrid structures, however, it is seldom reported to have triple access mode laboratory. This paper probably the first to report empirical findings of using the three components together. The virtual component of the TriLab has been mainly used in a preparation session for undergraduate students, while the remote component has been mainly used for demonstrating theory applicability in postgraduate courses. The empirical findings shows clearly the positive impact of the hybrid approach on students learning and motivation, these are discussed in light of pedagogical and cognitive psychology theories.
Laboratory-based courses play a critical role in scientific education. Automation is changing the nature of the laboratories, and there is a long-running debate about the value of hands-on versus simulated and remote laboratories. The remote lab technology has brought a significant improvement in communication within the Academic community and has improved students' learning experiences. There are different educational objectives as criteria for judging the laboratories: Hands-on advocates emphasize design skills, while remote lab advocates focus on conceptual understanding. Remote laboratories offer all the advantages of the new technology, but are often a poor replacement for real laboratory work. Remote laboratories are similar to simulation techniques in that they require minimal space and time, because the experiments can be rapidly configured and run over the Internet [Web]. But unlike simulations, they provide real data. This paper presents a comparative analysis for the educational objectives of the three laboratory techniques; hands-on, simulated, and remote laboratories. In addition, it proposes enhancements for the remote lab activities leading to improving its performance.
Typescript. Thesis (Ph. D.)--University of Missouri-Columbia, 2001. Vita. Includes bibliographical references (leaves 63-69). Microfilm.
The paper presents the first systematic study on the synthesis of nitrogen-rich nanoporous activated carbons by chitosan carbonization in the presence of a hard template (activator), i.e. Na 2 CO 3. Carbonization process was carried out in the range of 600–900 • C under a flow of nitrogen. The effect of the addition of different volumes of activator and the temperature of carbonization on the development of specific surface area and pore structure (pore volume and median pore diameter) of the activated carbons was investigated. Additionally, the nitrogen content and nitrogen-containing surface species were determined by means of XPS and combustion elemental analysis. The nitrogen content was placed in the range of 2.4–13.1 wt.%. On the grounds of the low-temperature adsorption of nitrogen, it was found that obtained adsorption isotherms were of type-I, based on the IUPAC classification, which is typical for microporous materials.
Computer-based training and education are becoming increasingly prevalent and important. This article discusses the history of automated instruction, current applications, issues and problems, and future prospects. Current applications include such traditional uses of computers as testing, drills, tutorials, games, simulations, and student management. New applications include embedded training, computer literacy, interactive videodisc, and electronic lectures. The most important issue in automated instruction at present is the time and costs associated with the development of courseware. Other important problems include the difficulty of implementing individualized instruction in organizations accustomed to classroom teaching, the scarcity of educators who are computer literate, and the evaluation of courseware. Microcomputers have greatly accelerated the growth of computer-based instruction in all domains. Intelligent CAI, authoring systems, hand-held computers, speech processing, and telecommunication technologies such as videotex are seen as shaping the future direction of automated instruction.
This paper describes the development of an undergraduate course in microprocessor programming and interfacing electronics for non-electrical engineers. The course has been developed over a number of years to meet an increasing demand from industry for mechanical engineers with an understanding of microprocessor programming and interfacing. Two assignments have been developed and are described. one taken by all students and one which is available as a final year option. Both exercises teach assembly language programming techniques. The final year option also includes the construction and testing of a variety of interface circuits. A considerable amount of effort has been put into the selection, modification and integration of software and hardware packages from a variety of sources to form a microprocessor development system for undergraduate teaching. Since those taking the course are mechanical rather than electronic engineers, the development system had to be tailored to their needs.
CALgroup--delivering quality CAL
- M Dixon
- A Norcliffe
- A R Johnson
Dixon M., Norcliffe A. and Johnson A. R., CALgroup--delivering quality CAL. Proceedings of a Conference on Computer-aided Learning in Engineering, Sheffield (1994).
Teaching in a third of the time--a successful application of computer-aided learning in degree-level electronics
- Coleman J N Kinniment
- D J Burns
- F Butler
Coleman J. N., Kinniment D. J., Burns F. and Butler T. J., Teaching in a third of the time--a successful application of computer-aided learning in degree-level electronics. Proceedings of a Conference on Computer-aided Learning in Engineering, Sheffield (1994).
Computer simulated experiments: achieving realism
- Leary
Leary J. J., Computer simulated experiments: achieving realism. Proceedings of a Conference on Computer-aided Learning in Engineering, Sheffield (1994).
CALgroup—delivering quality CAL
- Dixon
Computers in teaching of materials science and engineering
- Goodhew
Teaching in a third of the time—a successful application of computer-aided learning in degree-level electronics
- Coleman