Enhancing Learning for Distance Students in an Undergraduate Engineering Course through Real-time Web-Conferencing

Abstract

Long completed his undergraduate degree in physics at the University of Michigan (Flint) in 1987, while working as an analytical chemist at AC Spark Plug, General Motors Corporation. In 1995 he completed a PhD in physics at Monash University in Melbourne, Australia. Since then he has worked in the School of Engineering at Deakin University, where he teaches physics, materials, and electronics.

El Laboratorio Virtual como herramienta didáctica en las enseñanzas de Ingeniería. Adaptación a la COVID-19

“…Se observa un claro aumento de la calificación media obtenida por los alumnos en los exámenes de las prácticas 2 y 3 si comparamos el curso 2020/2021 (laboratorio virtual) con el curso anterior (prácticas presenciales sin laboratorio virtual). Estos resultados coinciden con los de otros autores que no vieron una disminución en el aprendizaje final del alumnado por desarrollar las prácticas de forma no presencial (Long et al, 2012;Vincent-Lancrin, 2013).…”

Using a web-based and stand-alone oscilloscope for physics experiment during Covid-19 pandemic

“…In some cases, this is due to the inadequate number of oscilloscopes and signal generators in schools [2]. Many reported alternatives have been suggested, such as the use of pc sound card [3,4], a low-cost AC experimental package [5,6], and even virtual oscilloscope [7] but most of the alternatives are more suitable for students with some background knowledge in science and engineering. At the introductory-level physics, they find it hard to understand the basic principles of an oscilloscope because they still require a moderate level of supervision from the instructor.…”