Enhancing education in electronic sciences using virtual laboratories developed with effective practices

Abstract

The aim of a Virtual Lab project is to provide students access via the Internet to various experiments in those Universities where the infrastructure resources are poor. Moreover, a Virtual Lab is based on a distance education concept due to the fact that certain students may be interested in studying even at places which are far away from University eliminating the necessity to be there in person. However, methodologies used in the development of this kind of educational applications have too many problems: a lack of common theoretical frameworks which can be used by anyone in the project, and excessive formality in both technical and pedagogical factors. So, considering these factors, the introduction of ''effective practices'' within an alternative methodology to develop this kind of software is proposed. The applications of the Virtual Lab have been tested with the students enrolled at Technological University of the Mixtec Region and the initial educational results of the implementation of the DCLab software are presented. ß

Uma Abordagem Prática para Aprendizagem em Arquitetura e Organização de Computadores com Apoio do Simulador Computacional CompSim

“…O uso de simuladores computacionais, ou ambientes virtuais, como prática pedagógica complementar, não é uma atividade nova [Balamuralithara and Woods 2009]. Estudos, como os apresentados em [Uribe et al 2016] [Garcia, Pacheco andGarcia 2014] [Balamuralithara andWoods 2009], mostram que, ao se utilizar ambientes virtuais para fins educacionais, foi possível aumentar o desempenho acadêmico em cursos de tecnologia e engenharia. Os simuladores são ferramentas importantes no processo de apropriação do conhecimento, pois possibilitam o desenvolvimento de habilidades e experiências práticas, de forma assíncrona, em cenários virtuais que se assemelham aos reais [Wolffe et al 2002].…”

“…Os simuladores são ferramentas importantes no processo de apropriação do conhecimento, pois possibilitam o desenvolvimento de habilidades e experiências práticas, de forma assíncrona, em cenários virtuais que se assemelham aos reais [Wolffe et al 2002]. São também fundamentais para compor laboratórios específicos na ausência de infraestrutura [Garcia, Pacheco and Garcia 2014] ou ainda quando há necessidade de se reduzir custos, realizar configurações rápidas e obter resultados instantâneos [Uribe et al 2016]. Por fim, os simuladores são particularmente úteis para representação ou abstração de cenários complexos [Bahk et al 2013] e frequentemente abordam os conteúdos presentes no estado da arte [Wolffe et al 2002].…”

Development of Augmented Reality Application for Learning Computer Network Device

“…Students can not only acquire theoretical knowledge, but also practical skills to configure and handle actual computer network situations while teaching basic and advanced computer network concepts such as subnetting, switching, routing and others. These functional skills are learned in education through the growth of the socalled laboratory [5]. The use of the laboratory should be done in a reduced group of students to obtain maximum availability to practice with different networking elements to acquire necessary skills.…”

CoLFDImaP: A web‐based tool for teaching of FPGA‐based digital image processing in undergraduate courses

“…, in recent years there have been important changes in engineering education, especially in Electrical and Computer Science education, both in terms of curricula and what it is taught or how it is taught . In this context, the learning process using computer‐based environments (i.e., virtual labs, web‐based educational support, environments for simulation, and more) has continuously increased . Research by Gogoulou et al establishes that many researchers have focused their efforts on the development of web‐based learning environments that support either: individualized learning by enabling adjustments in the educational environment with the aim to contain a variety of learner needs and abilities , or collaborative learning by providing diverse means of dialogue and actions, facilities for students' self‐regulation/guidance to support learners in their communication and in the achievement of collaborative tasks , or assessment by providing opportunities to learners to identify what they have already learned and what they are able to do, and to teachers to manage the assessment process . …”

“…[1], in recent years there have been important changes in engineering education, especially in Electrical and Computer Science education, both in terms of curricula and what it is taught or how it is taught [2][3][4]. In this context, the learning process using computer-based environments (i.e., virtual labs, web-based educational support, environments for simulation, and more) has continuously increased [5][6][7][8]. Research by Gogoulou et al [9] establishes that many researchers have focused their efforts on the development of web-based learning environments that support either:…”