Implementation of remote laboratory for engineering education in the field of Power electronics and Telecommunications

Haque, Emranul; Ahmed, Feroz; Das, Saurav; Salim, Khosru M

doi:10.1109/icaee.2015.7506834

Cited by 12 publications

(10 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Furthermore, the simulation-based model is stand-alone approach which applicable for student with limited internet connection or in rural area since the learning are conducted online. Electrical engineering [17], electronics engineering [23], control engineering [24] Therefore, this study is proposed an ODL virtual laboratory based on simulation model with the consideration of different laboratory courses implemented in undergraduate degree. The virtual laboratory sessions were conducted during COVID-19 pandemic lock down semester which allowed only ODL mode program for students studying degree in electrical and electronic engineering EE200 program.…”

Section: Design Of the Odl Virtual Laboratorymentioning

confidence: 99%

Open distance learning simulation-based virtual laboratory experiences during COVID-19 pandemic

Isa

Abdullah

Kasim

et al. 2022

IJECE

View full text Add to dashboard Cite

<p>The widespread of coronavirus disease 2019 (COVID-19) pandemic led to a discovery that open distance learning (ODL) has turned out to be the only choice for teaching and learning by most institution (s) of higher learning (IHLs). In Malaysia, ODL is considered a new approach as physical laboratory practice has always been conducted for laboratory courses. This is a quantitative study which explores the perceptions of e-Lab among the students of bachelor’s in electrical and electronic engineering (EE) by focusing on the effectiveness and readiness in conducting the e-Lab. Simulation-based model is proposed for conducting the e-Lab using an interactive media and validated with the final score performance. With the future goals of improving the e-Lab in terms of delivering methods and engaging mediums between students and laboratory instructor, this study also discovered the levels of response from students’ perception to substitute the conventional laboratory by providing an equivalent and comparable learning experiences of the students.</p>

show abstract

Section: Design Of the Odl Virtual Laboratorymentioning

confidence: 99%

Open distance learning simulation-based virtual laboratory experiences during COVID-19 pandemic

Isa

Abdullah

Kasim

et al. 2022

IJECE

View full text Add to dashboard Cite

show abstract

“…Further work used remote controlled and internet enabled experiments to allow students to engage with real equipment and data while at a different location. 6 This approach had two advantages in that one set of equipment can serve many students, and that the experimental results are obtained from real equipment with noise and nonlinearities. A large scale piece of work on remote and virtual laboratories has been conducted in Germany on manufacturing and materials testing.…”

Section: Literature Reviewmentioning

confidence: 99%

Remote practicals in the time of coronavirus, a multidisciplinary approach

Bangert

Bates

Beck

et al. 2020

International Journal of Mechanical Engineering Education

View full text Add to dashboard Cite

Due to the COVID-19 pandemic, universities across the world have curtailed face to face teaching. Associated with this is the halt to the delivery of the practical experience required of engineering students. The Multidisciplinary Engineering Education (MEE) team at The University of Sheffield have responded to this problem in an efficient and effective way by recording laboratory experiences and putting videos, quizzes and data online for students to engage with. The focus of this work was on ensuring all Learning Outcomes (LOs) for modules and courses were preserved. Naturally, practical skills cannot be easily provided using this approach, but it is an effective way of getting students to interact with real data, uncertainty and equipment which they cannot access directly. A number of short case studies from across the range of engineering disciplines are provided to inspire and guide other educators in how they can move experiments on line in an efficient and effective manner. No student feedback is available at the time of writing, but anecdotal evidence is that this approach is at least acceptable for students and a way of collecting future feedback is suggested. The effort expended on this approach and the artefacts produced will support student learning after the initial disruption of the lockdown has passed.

show abstract

“…Further work used remote controlled and internet enabled experiments to allow students to engage with real equipment and data while at a different location 6 . This approach had two advantages in that one set of equipment can serve many students, and that the experimental results are obtained from real equipment with noise and nonlinearities.…”

Section: Literature Reviewmentioning

confidence: 99%

Remote Practicals in the Time of Coronavirus, a Multidisciplinary Approach

Bangert¹,

Bates²,

Beck³

et al. 2020

Preprint

View full text Add to dashboard Cite

Due to the COVID-19 pandemic, universities across the world have curtailed face to face teaching. Associated with this is the halt to the delivery of the practical experience required of engineering students. The Multidisciplinary Engineering Education (MEE) team at The University of Sheffield have responded to this in an efficient and effective way by recording the laboratory experiences and putting videos, quizzes and data online for students to engage with. The focus being on ensuring Learning Outcomes for modules and courses have been preserved. Naturally, practical skills cannot be easily provided using this approach, but it is an effective way of getting students to interact with real data, uncertainty and equipment which they cannot access directly .A number of short case studies from across the range of engineering are provided to inspire and guide other educators in how they can move experiments on line in an efficient and effective manner.No student feedback is available at the time of writing, but anecdotal evidence is that this approach is at least acceptable for students and a way of collecting this is suggested. The effort that has gone into this approach and the artefacts produced will support student learning after the initial disruption of the lockdown has passed.

show abstract

Implementation of remote laboratory for engineering education in the field of Power electronics and Telecommunications

Cited by 12 publications

References 4 publications

Open distance learning simulation-based virtual laboratory experiences during COVID-19 pandemic

Open distance learning simulation-based virtual laboratory experiences during COVID-19 pandemic

Remote practicals in the time of coronavirus, a multidisciplinary approach

Remote Practicals in the Time of Coronavirus, a Multidisciplinary Approach

Contact Info

Product

Resources

About