A comparative study of online and face-to-face embedded systems learning course

Chung, Hyunsuk; Long, S. R.; Han, Soyeon Caren; Sarker, Shouvojit; Ellis, Leonie; Kang, Byeong Ho

doi:10.1145/3160489.3160499

Cited by 6 publications

(5 citation statements)

References 23 publications

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“…It can be inferred from the foregoing that the web-based learning mode does not yield negative response in respect of the performance of students who offered all the four mechanical engineering courses, thus making it a reliable alternative to in-person or at least a suitable complement to in-person in the online-offline hybrid mode during the ongoing COVID-19 era and other inevitable constraints in the future. Self-regulation, flexibility, and continuity in learning, which have been identified as key merits of the online learning mode [6], confirm the choice of the online mode as a suitable alternative [26][27][28] or complement to in-person learning in the online-offline hybrid mode, otherwise known as the blended learning mode, which has been advocated in a number of previous studies [23,[29][30][31][32][33][34][35][36].…”

Section: -Discussionmentioning

confidence: 86%

Examination of Students’ Academic Performance in Selected Mechanical Engineering Courses Prior-to-and-During COVID-19 Era

et al. 2022

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Advances in Information and Communications Technology (ICT) as well as the present challenges of COVID-19 have led to a new paradigm causing an absolute or partial transition from in-person classroom teaching-learning to online. There is little information available on research efforts that investigated the impact of an online learning approach on the academic performance of students in mechanical engineering-based courses. Therefore, the objective of this paper is the impact study of online learning mode as compared to in-person on academic performance of students in selected mechanical engineering courses in one of the Universities in South Pacific Islands prior-to-and-during COVID-19 Era. Data on grades obtained for 178 students that offered Fluid Mechanics, Thermodynamics, Heat Transfer, and Advanced Thermofluids (FTHA) courses were subjected to descriptive and non-parametric (Mann-Whitney and Kruskal-Wallis) statistical tests. Although descriptive analysis showed that online mode of instruction might influence a better academic performance in FTHA courses in comparison with in-person mode of instruction, the outcome of Mann-Whitney U and Kruskal-Wallis tests at specific p-values and corresponding z-values generally exhibited p-values higher than of 0.05, implying insignificant difference in performance between the two modes of learning investigated. Though the non-parametric statistical test results showed there was no significant difference in academic performance of students when online and in-person modes of learning were used, this, however, does not imply that a difference does not exist at all. Although the difference may be very trivial, descriptive analysis has shown that the online learning mode has at least exhibited better students’ academic performance when compared to in-person. It can be inferred from the foregoing that the online learning mode does not yield a negative response in respect of the performance of students who offered all four mechanical engineering courses. Based on the findings of this study, online is considered a reliable alternative to in-person or at least a suitable complement to in-person in the in-person-online hybrid mode during the ongoing COVID-19 era and other inevitable constraints in the future. Doi: 10.28991/esj-2022-SPER-017 Full Text: PDF

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Section: -Discussionmentioning

confidence: 86%

Examination of Students’ Academic Performance in Selected Mechanical Engineering Courses Prior-to-and-During COVID-19 Era

et al. 2022

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“…Although remote hardware access has been used in teaching before [2,5,12], all previous works featured custom-built tools with costly development and high necessary maintenance. We investigated the viability of avoiding complex custom-made systems.…”

Section: Discussionmentioning

confidence: 99%

“…Although the COVID-19 pandemic caused a surge of emergency remote teaching [1] (a rapid switch to online education), comparative studies of online and offline education are limited. Chung et al managed to do that to some extent [5] -they formulated a list of necessary components that online education of embedded systems requires to be viable: 1) student-teacher interaction, 2) independent learning skills, 3) well-designed learning content and 4) tangible support. However, they operate in the context of high schools, so their conclusions may not be directly applicable in our setting.…”

Section: Related Workmentioning

confidence: 99%

Experience with Abrupt Transition to Remote Teaching of Embedded Systems

Koniarik

Dlhopolcek

Ukrop

2022

Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education Vol. 1

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Due to the pandemic of COVID-19, many university courses had to abruptly transform to enable remote teaching. Adjusting courses on embedded systems and micro-controllers was extra challenging since interaction with real hardware is their integral part. We start by comparing our experience with four basic alternatives of teaching embedded systems: 1) interacting with hardware at school, 2) having remote access to hardware, 3) lending hardware to students for at-home work and 4) virtualizing hardware. Afterward, we evaluate in detail our experience of the fast transition from traditional, offline at-school hardware programming course to using remote access to real hardware present in the lab. The somewhat unusual remote hardware access approach turned out to be a fully viable alternative for teaching embedded systems, enabling a relatively low-effort transition. Our setup is based on existing solutions and stable open technologies without the need for custom-developed applications that require high maintenance. We evaluate the experience of both the students and teachers and condense takeaways for future courses. The specific environment setup is available online as an inspiration for others.

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“…Many embedded systems and networking training courses for students and engineers already exist [2]- [10] but most of these training courses are designed for university students. University students use embedded systems provided in class to test micro-controller units (MCU) input/output (I/O) and simple peripherals such as serial communication devices.…”

Section: B Related Workmentioning

confidence: 99%

Effective In-Vehicle Network Training Strategy for Automotive Engineers

et al. 2022

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This paper describes a hands-on in-vehicle network training course for automotive engineers. The course aims to effectively educate engineers working in the industry within a short period on how to design and implement networked systems using embedded systems, and provides detailed training on CAN and Ethernet communication through several practices, followed by hands-on practice on gateways to further enhance understanding. The practices focus on a graphical user interface, which helps students understand embedded systems and in-vehicle networks with ease. At the end of the training, the training results were evaluated, and the engineers' responses were recorded.

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A comparative study of online and face-to-face embedded systems learning course

Cited by 6 publications

References 23 publications

Examination of Students’ Academic Performance in Selected Mechanical Engineering Courses Prior-to-and-During COVID-19 Era

Examination of Students’ Academic Performance in Selected Mechanical Engineering Courses Prior-to-and-During COVID-19 Era

Experience with Abrupt Transition to Remote Teaching of Embedded Systems

Effective In-Vehicle Network Training Strategy for Automotive Engineers

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