PHP‐based collaborative education and management system for water hydraulic laboratory

Wang, Haihang; Xu, He; Li, Qiang; Fu, Yu

doi:10.1002/cae.21882

Cited by 12 publications

(3 citation statements)

References 24 publications

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“…These training practices aim to make learning a pleasant and meaningful process, as well as valid for students [29]. These practices include the use of social networks [30], online learning platforms [31], gambling [32,33], problem-based learning [34], project-based learning [35], inquiry-based learning [36], or even through the use of technological tools, such as spreadsheets [37], or the use of GLOBE educational programs, which are based on environmental measurements, research and communication through ICT [38].…”

Section: Water Awareness and Teaching In Learning Spacesmentioning

confidence: 99%

“…An ad hoc questionnaire was designed based on previous studies [15,46,76,84,85] focusing on variables that are relevant to the development of teaching methods associated with flipped learning, as observed in several previous studies on this teaching method [27][28][29][30][31][32][33][34][35][36][37][38][39][40][41][42][43][44]. This instrument consists of 35 questions catalogued in nine dimensions (Socio-educational, Motivation, Interactions, Autonomy, Collaboration; Deepening of contents; Problem solving, Class time and Ratings).…”

Section: Instrumentmentioning

confidence: 99%

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Flipped Learning Approach as Educational Innovation in Water Literacy

Moreno-Guerrero

Rodríguez

Belmonte

et al. 2020

Water

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Water literacy has become a fundamental aspect in today’s society, as its conservation, preservation and management is key to ensuring human survival. The purpose of this paper was to analyze the effectiveness of flipped learning methodology on a traditional training practice in water literacy at the first level of secondary education. The flipped learning method consisted in providing the contents to the students before the class sessions, encouraging an active learning. A descriptive study was adopted with two experimental groups, two control groups and only post-test. An ad hoc questionnaire was used as an instrument to measure the parameters: Socio-educational, Motivation, Interactions, Autonomy, Collaboration; Deepening of contents; Problem solving, Class time and Ratings. The final sample was composed of 120 students, divided into four groups of 30 students each. The application of the treatment in the experimental groups lasted 10 sessions of 55 min. The results indicate that the use of time in class, the autonomy and the deepening of the contents were the aspects that improved most with the flipped learning approach. However, no significant differences in ratings were found. Finally, the main findings and their implications for water literacy are discussed.

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Section: Water Awareness and Teaching In Learning Spacesmentioning

confidence: 99%

Section: Instrumentmentioning

confidence: 99%

Flipped Learning Approach as Educational Innovation in Water Literacy

Moreno-Guerrero

Rodríguez

Belmonte

et al. 2020

Water

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“…Information and communication technologies (ICT) have allowed obtaining new teaching and learning approaches , which have mainly demonstrated the importance in hands‐on experiences as those required in engineering courses . With this purpose, web‐based learning environments have been successfully applied to various different fields as fluid mechanics , wireless communications , automotive , electronics , or robotics to name a few. In this sense, the effectiveness of web‐based tools as, for example, Java™ has proven to be vital to implement collaborative scenarios where to measure the student's interaction and skill development .…”

Section: Introductionmentioning

confidence: 99%

Exploring strengths and weaknesses: A case study after developing a remote network lab

Sanguino

González

Ancos

et al. 2018

Comp Applic In Engineering

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The constrains of traditional hands‐on sessions have expedited R&D in remote laboratories over the past decade, offering higher education an effective way to overcome the high cost of equipment, the limited flexibility of time, or the physical distance to labs, among other shortcomings. Considering these issues, the authors of this work have developed the remote access and management of a classical laboratory—called Ciscolab—dedicated to computer networking practices in Computer Science. The improvements developed have been focused on automatically managing the web‐learning resources for educational purposes, while providing a high level of security to be accessed by trusted students. To this end, this paper describes how an institution's Identity Provider (IdP) was integrated into a Meeting Room Booking System (MRBS) to attain a secure access to the remote equipment and how a maintenance system was automated to perform scheduled backups and reboots of the networking systems. As a main contribution, we developed an analysis methodology to track the students’ work to detect their strengths and weaknesses. In addition, we provide a statistical study after the interaction of a group of students on how the remote lab influenced three different educational areas: learning and motivation (LM), usability and practicality (UP), as well as outcome and feasibility (OF).

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International collaborative projects on digital electronic systems using open source tools

Rodriguez‐Sanchez

Chakraborty

Malpica

2020

Comp Applic In Engineering

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Collaborative projects allow engineering students to learn from one another and improve the skills necessary for working in a team. We conducted a study in the Spring of 2018 in which 12 Spanish students studying industrial engineering and 12 Indian students studying computer engineering worked together in small teams to solve projects on digital electronic systems. The objective of the study was to provide an opportunity to the students to develop interdisciplinary solutions to real‐world problems and work in diverse and multisite teams. The projects were related to the smart home, smart lighting, assisting elderly people, automated car washing, remote‐controlled car, and automated irrigation system. Each team had to frame a problem statement, design a solution, simulate the solution using appropriate software, implement the solution in hardware and prepare a report. The students used Autodesk simulator for simulating and optimizing their solutions. There was an emphasis on making optimal use of sensors and actuators in each project. The students finally implemented their solution using Arduino‐based hardware. The instructors and students collaborated through e‐mail, cloud tools, and video conferencing during the study. The students had to complete the project in 5 weeks. They spent almost equal time on software simulation and hardware implementation. In a survey conducted at the end of the study, the students said that they had no problem in using the tools and in communicating with teammates from the other country, and they had an overall positive learning experience. This resulted in better motivation among students and a higher average grade.

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PHP‐based collaborative education and management system for water hydraulic laboratory

Cited by 12 publications

References 24 publications

Flipped Learning Approach as Educational Innovation in Water Literacy

Flipped Learning Approach as Educational Innovation in Water Literacy

Exploring strengths and weaknesses: A case study after developing a remote network lab

International collaborative projects on digital electronic systems using open source tools

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