Combining Cooperative Learning with Inquiry-Based Laboratory Classes in Engineering Education

Andersson, Christina; Kroisandt, Gerald

doi:10.1109/edunine.2018.8450961

Cited by 6 publications

(1 citation statement)

References 24 publications

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“…In the literature, some methods of mutual communication have been explored, among which mutual learning is a better method to apply. In [19][20][21][22], the method of mutual discussion and communication among students could improve the accuracy of experimental results. In addition, there are some methods that have achieved better results.…”

Section: Introductionmentioning

confidence: 99%

Effect analysis of the teaching method of mutual result correction between students in an experiment of power electronics course

Zhao

2021

IET Circuits, Devices & Syst

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In order to deepen students' understanding of experimental content and improve the accuracy of experimental results based on improving students' learning initiative, in this study, a teaching method is proposed that lets students check and correct experimental results among themselves after doing experiments. Teachers guide students in experiments but do not check and correct experimental results. At the end of the experiments, students check each other and correct the results of the experiments from the perspective of the teachers. When the experimental results are correct, the experiment ends. If problems are found, the correct experimental results can be obtained by modifying or redoing the experiment. In this study, the sinusoidal pulse width modulation inverter circuit experiment in power electronics course is taken as an example for practical teaching research. There are two classes in this study: one that applies the method and the other that does not. According to the statistics and analysis of the correct rate of experimental results and the answers to thinking questions, students who checked or corrected each other deepened their understanding of the experimental content when both groups did the experiments correctly. When the experimental results of the two groups are different, students can learn from each other, discuss with each other, redo the experiment, and correct wrong results so as to improve the accuracy of the experimental results and the correct answer rate of thinking questions. Through the questionnaire survey, the method proposed in this study enables students to correct the experimental results from the perspective of teachers, thus improving students' awareness of mutual learning and active learning. It can improve the experimental effect. K E Y W O R D S educational courses, power electronics, power engineering educationThis is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.

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Section: Introductionmentioning

confidence: 99%

Effect analysis of the teaching method of mutual result correction between students in an experiment of power electronics course

Zhao

2021

IET Circuits, Devices & Syst

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Effectiveness of inquiry-based learning with the aid of BLOSSOMS video on students’ performance and motivation

et al. 2023

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Teaching Embedded Systems for Energy Harvesting Applications: A Comparison of Teaching Methods Adopted in UESTC and KTH

Fan

Ghannam

et al. 2020

IEEE Access

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Further to China's plan that was introduced in 2017 for attracting more students into engineering, many Chinese universities have started to explore new teaching methods that can be adopted into their programs. This shift was geared towards developing student-centred teaching materials rather than traditional teacher centred instruction. In this manuscript, we compare two different methods of instruction for a course on energy harvesting using embedded systems. We describe the learning materials and showcase the impact that project-based learning has had on a cohort of Chinese students that were enrolled in a joint master's program between the University of Electronic Science and Technology of China (UESTC) and the Royal Institute of Technology (KTH). KTH has made remarkable progress in the teaching of embedded systems technology for energy harvesting applications, with great emphasis on active as well as collaborative learning. We demonstrate two examples of projects that Chinese students have completed in KTH and present evaluative data regarding their experiences. Our results show that KTH's approach in teaching this module has had a positive impact on student learning, with an average of 80% of students think that teaching in KTH is conducive to students' independent exploration. INDEX TERMS Embedded system, teaching, project based, experiment, new engineering.

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Combining Cooperative Learning with Inquiry-Based Laboratory Classes in Engineering Education

Cited by 6 publications

References 24 publications

Effect analysis of the teaching method of mutual result correction between students in an experiment of power electronics course

Effect analysis of the teaching method of mutual result correction between students in an experiment of power electronics course

Effectiveness of inquiry-based learning with the aid of BLOSSOMS video on students’ performance and motivation

Teaching Embedded Systems for Energy Harvesting Applications: A Comparison of Teaching Methods Adopted in UESTC and KTH

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