scholarly journals Lab@Home: The Open University of Catalonia Hands-on Electronics Laboratory for Online Engineering Education

Electronics ◽  
2020 ◽  
Vol 9 (2) ◽  
pp. 222 ◽  
Author(s):  
Carlos Monzo ◽  
Germán Cobo ◽  
José Antonio Morán ◽  
Eugènia Santamaría ◽  
David García-Solórzano
Keyword(s):  
Engineering Education ◽  
Learning Experience ◽  
Open University ◽  
Online Students ◽  
Use Of Technology ◽  
Hands On ◽  
Students Satisfaction ◽  
Self Administered Questionnaire

Practical experimentation is essential for electronics learning. As the acquisition of practical and professional competences in full online scenario is concerned, it is very relevant the use of technology that allows students to carry out hands-on experiments. This paper presents Lab@Home, the Open University of Catalonia (Universitat Oberta de Catalunya, UOC, Barcelona, Spain) hands-on electronics laboratory, which allows online students to carry out practical experiments anywhere and anytime at a reduced cost and with good portability characteristics. Lab@Home features and students satisfaction are analyzed during six consecutive semesters in two different subjects by means of a self-administered questionnaire, showing the benefits of using Lab@Home in the acquisition of the subjects contents and gathering how could be improved students learning experience by using this kind of electronics laboratory.

scholarly journals Remote Laboratory for Online Engineering Education: The RLAB-UOC-FPGA Case Study

Electronics ◽  
2021 ◽  
Vol 10 (9) ◽  
pp. 1072
Author(s):  
Carlos Monzo ◽  
Germán Cobo ◽  
José Antonio Morán ◽  
Eugènia Santamaría ◽  
David García-Solórzano
Keyword(s):  
Engineering Education ◽  
Engineering Students ◽  
Open University ◽  
Remote Laboratory ◽  
Engineering Studies ◽  
Use Of Technology ◽  
Students Satisfaction ◽  
Self Administered Questionnaire

Practical experiments are essential for engineering studies. Regarding the acquisition of practical and professional competences in a completely online scenario, the use of technology that allows students to carry out practical experiments is important. This paper presents a remote laboratory designed and developed by the Open University of Catalonia (RLAB-UOC), which allows engineering students studying online to carry out practical experiments anywhere and anytime with real electronic and communications equipment. The features of the remote laboratory and students’ satisfaction with its use are analyzed in real subjects across six semesters using a self-administered questionnaire in an FPGA-based case study. The results for the FPGA-based case study present the perception and satisfaction of students using the proposed remote laboratory in the acquisition of subject competences and content.

scholarly journals Well Begun is Half Done: Using Online Orientation to Foster Online Students’ Academic Self-Efficacy

2019 ◽  
Vol 23 (3) ◽  
Author(s):  
M'hammed Abdous
Keyword(s):  
Online Learning ◽  
Self Efficacy ◽  
Learning Experience ◽  
Past Research ◽  
Learning Orientation ◽  
Online Students ◽  
Online Orientation ◽  
Proactive Support ◽  
Academic Self Efficacy ◽  
Students Satisfaction

Past research suggests that the use of an online learning orientation is an effective proactive strategy to ease online students' transition into online learning. Based on a sample of 3888 online students from an urban public university, we used ordinal logistic regression to understand the influence of students' satisfaction with an online learning orientation (OLO), their prior level of online learning experience, and their demographics on their academic self-efficacy (ASE). Consistent with prior research, our findings confirmed the influence of students’ satisfaction with OLO, their prior online learning experience, and their gender on their ASE. In contrast, students’ age and enrollment status proved not to be significant. Overall, our findings provide strong evidence about how the use of an OLO as proactive support strategy can boost online students' academic self-efficacy.

Technology Adoption in Engineering Design for Distance Education

2014 ◽  
Vol 3 (2) ◽  
pp. 54-64
Author(s):  
Amanullah M.T.O. ◽  
Jaideep Chandran ◽  
Alex Stojcevski
Keyword(s):  
Distance Education ◽  
Learning Experience ◽  
Critical Role ◽  
Full Time ◽  
Education Students ◽  
Use Of Technology ◽  
Laboratory Facilities ◽  
Hands On ◽  
Effective Use ◽  
Assessment Strategies

Technology plays a critical role in delivering modern education to the next generation. Proper and effective use of technology is extremely important especially for distance education. Students who enrol in distance mode have a number of limitations as most of them work full time along with the commitments to the family. Distance education in engineering has its own unique set of challenges; it has to ensure the learning outcomes are met through the content, delivery style and assessment strategies. It also has to ensure the distance students are provided a learning experience at par with on campus students in terms of access to laboratory facilities and hands on experience. The Project Oriented Design Based Learning model drives the learning through a design based project and employs a blended learning environment to address the challenges faced in distance engineering education. This paper discusses technology integration for the distance students based on the Project Oriented Design Based Learning.

Hands-On Experiences for Problem Solving in Engineering Education Based on Trees and Plants

2018 ◽  
Author(s):  
Gustavo Vargas-Silva ◽  
Mariappan Jawaharlal
Keyword(s):  
Problem Solving ◽  
Engineering Education ◽  
Creative Thinking ◽  
Engineering Students ◽  
Learning Experience ◽  
Local Area ◽  
Plant Kingdom ◽  
Conflicting Objectives ◽  
Hands On ◽  
Learn Problem

We teachers know that problem solving is a crucial skill for our students. It is indispensable for developing original and creative thinking. We also know that deep learning of engineering fact can be assisted by using non-conventional tools and heterodox ideas for teaching, learning and presenting technical concepts. On that sense, we propose that engineering students could learn how to solve hands-on problems from nature; in particular from the plant kingdom. In addition, we engineers should not turn our back to nature. We should start a new voyage of discovery, seeking new landscapes with a different outlook. But how? The present paper presents an approach to integrate trees and plants into engineering education to learn problem solving hands-on experiences. The aim of this approach is to teach engineering design using trees in the local area with an emphasis on structural strategies. Students taking courses such as statics, dynamics, strength of materials, stress analysis, material science, and design courses can benefit tremendously from studying trees. Furthermore, this approach provides an exciting opportunity for students to understand the complexities of real world living systems, appreciate the genius of nature’s design, and develop methods to create sustainable designs. We think that those kind of natural realistic problems are complex: they have conflicting objectives, multiple solution methods, non-engineering success criteria, non-engineering constraints, unanticipated issues, interactions, collaborative activity systems, and multiple forms of problem representation. From an educational point of view, using a tree can bring tremendous practical benefits for problem solving in engineering education. Trees are everywhere, and they can easily integrate them into the classroom. Trees offer unlimited potential for teaching and research. For example, each student will have a different tree, and there are plenty of them, so each problem will be original and creative for each student providing a genuine learning experience. The present work puts on view a new development for teaching structural mechanics based on plant biomechanics, i.e. the study of the structural strategies of plants (and trees). The goal is to understand and emulate structures and functions of the plant kingdom to develop structural solutions in engineering. Therefore this paper presents teaching results and novel concepts for problem solving in engineering education, seeking new landscapes.

scholarly journals Insights from Learning Analytics for Hands-On Cloud Computing Labs in AWS

2020 ◽  
Vol 10 (24) ◽  
pp. 9148
Author(s):  
Germán Moltó ◽  
Diana M. Naranjo ◽  
J. Damian Segrelles
Keyword(s):  
Cloud Computing ◽  
Learning Analytics ◽  
Cloud Provider ◽  
Online Students ◽  
Computing Services ◽  
Hands On ◽  
Data Processing Tool ◽  
Amazon Web Services ◽  
Course Length ◽  
And Performance

Cloud computing instruction requires hands-on experience with a myriad of distributed computing services from a public cloud provider. Tracking the progress of the students, especially for online courses, requires one to automatically gather evidence and produce learning analytics in order to further determine the behavior and performance of students. With this aim, this paper describes the experience from an online course in cloud computing with Amazon Web Services on the creation of an open-source data processing tool to systematically obtain learning analytics related to the hands-on activities carried out throughout the course. These data, combined with the data obtained from the learning management system, have allowed the better characterization of the behavior of students in the course. Insights from a population of more than 420 online students through three academic years have been assessed, the dataset has been released for increased reproducibility. The results corroborate that course length has an impact on online students dropout. In addition, a gender analysis pointed out that there are no statistically significant differences in the final marks between genders, but women show an increased degree of commitment with the activities planned in the course.

Staying the distance: Transforming Latin pedagogy at the Open University

2019 ◽  
Vol 18 (1-2) ◽  
pp. 101-128
Author(s):  
Mair E. Lloyd ◽  
James Robson
Keyword(s):  
Cultural Context ◽  
Learning Experience ◽  
New Technology ◽  
Significant Proportion ◽  
Lessons Learned ◽  
Future Research ◽  
Open University ◽  
Ancient Rome ◽  
Positive Effects ◽  
Pedagogical Changes

Abstract Between 2000 and 2013, over 8,000 students studied the module Reading Classical Latin at the Open University, the United Kingdom’s largest distance education provider. But while many learners attained high grades, a significant proportion withdrew from study or failed the module. In 2015, the original module was replaced with a completely new course, Classical Latin: The Language of Ancient Rome. This article details the innovative ways in which new technology and pedagogical theory from Modern Foreign Language (MFL) learning were drawn on by the team designing this new module, resulting in a learning experience which gives greater emphasis to elements such as spoken Latin, the intrinsic pleasure of reading, and cultural context. The (largely positive) effects of these pedagogical changes on student success and satisfaction are subsequently analysed using a rich mix of qualitative and quantitative data. Finally, the authors reflect on lessons learned and the possibilities for future research and enhancement.

TECHNOLOGY IN THE TEACHING OF NEUROSCIENCE: ENHANCED STUDENT LEARNING

2003 ◽  
Vol 27 (3) ◽  
pp. 146-155 ◽  
Author(s):  
John D. Griffin
Keyword(s):  
Student Learning ◽  
Group Learning ◽  
Education Technology ◽  
Technology Enhanced Learning ◽  
Teaching Tools ◽  
Use Of Technology ◽  
Hands On ◽  
Computer Based ◽  
Enhanced Learning ◽  
Enhance Student Learning

The primary motivation for integrating any form of education technology into a particular course or curriculum should always be to enhance student learning. However, it can be difficult to determine which technologies will be the most appropriate and effective teaching tools. Through the alignment of technology-enhanced learning experiences with a clear set of learning objectives, teaching becomes more efficient and effective and learning is truly enhanced. In this article, I describe how I have made extensive use of technology in two neuroscience courses that differ in structure and content. Course websites function as resource centers and provide a forum for student interaction. PowerPoint presentations enhance formal lectures and provide an organized outline of presented material. Some lectures are also supplemented with interactive CD-ROMs, used in the presentation of difficult physiological concepts. In addition, a computer-based physiological recording system is used in laboratory sessions, improving the hands-on experience of group learning while reinforcing the concepts of the research method. Although technology can provide powerful teaching tools, the enhancement of the learning environment is still dependent on the instructor. It is the skill and enthusiasm of the instructor that determines whether technology will be used effectively.

scholarly journals Online or not? A comparison of students’ experiences of an online and an on-campus class

Curationis ◽  
2013 ◽  
Vol 36 (1) ◽  
Author(s):  
Tennyson Mgutshini
Keyword(s):  
Student Satisfaction ◽  
Student Performance ◽  
Learning Experience ◽  
Cross Sectional Study ◽  
Measurement Tool ◽  
Online Students ◽  
Cross Sectional ◽  
Student Centered ◽  
Face To Face ◽  
Multiple Data

Educational discourse has long portrayed online, or e-based, learning and all non-campus-based learning options as second best to traditional face-to-face options. Critically much of the research and debate in this area of study has focused on evidence relating to student performance, attrition and retention with little consideration of the total learning experience, which values both the traditional learning outcome measures side-by-side with student-centered factors, such as students’ satisfaction with their learning experience. The objective of this study was to present a synchronous head-to-head comparison between online and campus-based students’ experiences of an undergraduate course. This paper reports on a qualitative comparative cross-sectional study, which used multiple data collection approaches to assess student learning and student satisfaction of 61 students who completed a semester of an undergraduate course. Of the 61 students, 34 were enrolled purely as online students, whilst the remaining 27 students studied the same material entirely through the traditional face-to-face medium. Methods included a standardised student satisfaction survey and an ‘achievement of learning outcomes’ measurement tool. Students on the online cohort performed better in areas where ‘self-direction’ in learning was indicated, for example self-directed problem-based tasks within the course. Online students gave less positive self-assessments of their perceived content mastery than their campus-based counterparts, despite performing just as well in both summative and formative assignments. A multi-factorial comparison shows online students to have comparable educational success and that, in terms of student satisfaction, online learners reported more satisfaction with their learning experience than their campus-based counterparts.

A Framework for Engineering Dissection Exercise Creation and Implementation

2009 ◽  
Author(s):  
Kathleen M. Hart ◽  
Steven B. Shooter ◽  
Charles J. Kim
Keyword(s):  
Active Learning ◽  
Best Practices ◽  
Reverse Engineering ◽  
Engineering Education ◽  
Learning Outcomes ◽  
Positive Impact ◽  
Rigorous Approach ◽  
Engineering Activity ◽  
Hands On ◽  
Different Levels

Hands-on product dissection and reverse engineering exercises have been shown to have a positive impact on engineering education, and many universities have incorporated such exercises in their curriculum. The CIBER-U project seeks to examine the potential to utilize cyberinfrastructure to enhance these active-learning exercises. We have formulated a framework for product dissection and reverse engineering activity creation to support a more rigorous approach to assessing other exercises for satisfaction of the CIBER-U project goals and adapting the best practices. This framework is driven by the fulfillment of learning outcomes and considers the maturity of students at different levels. Prototype exercises developed with the framework are presented. The approach is sufficiently general that it can be applied to the consideration and adaption of other types of exercises while ensuring satisfaction of the established goals.

AN "ACTIVATION" PROCESS FOR ENTREPRENEURIAL ENGINEERING EDUCATION: THE MODEL AND APPLICATION

2011 ◽  
Vol 19 (02) ◽  
pp. 147-168 ◽  
Author(s):  
GIANLUCA ELIA ◽  
A. MARGHERITA ◽  
G. SECUNDO ◽  
K. MOUSTAGHFIR
Keyword(s):  
Engineering Education ◽  
Research Training ◽  
Economic Value ◽  
Activation Process ◽  
Technology Entrepreneurship ◽  
Hands On ◽  
Research Training Program ◽  
Develop Technology ◽  
Market Solutions

The pervasiveness of scientific developments has raised the role of entrepreneurship as a driver of socio-economic value. Higher education institutions are thus asked to create entrepreneurial mindset and competencies with the purpose to make students people able to proactively identify opportunities and transform them in market solutions. In particular, engineering education programs can be of relevance to develop technology entrepreneurship competencies through hands-on and experiential approaches. In such vein, this paper proposes a model of entrepreneurship education as an "activation" process which uses four critical levers with the purpose to infuse the essence of entrepreneurship in tomorrow's engineering professionals. The application of the model is exemplified through the analysis of a research training program grounded in the aerospace domain. The key features of the initiative are discussed in the perspective of exploring new models of entrepreneurial engineering education.

Sign in / Sign up

Export Citation Format

Share Document