Students' Achievements and Misunderstandings When Solving Problems Using Electronics Models—A Case Study

Trotskovsky, Elena; Sabag, Nissim; Waks, Shlomo

doi:10.1109/te.2014.2331918

Cited by 12 publications

(6 citation statements)

References 14 publications

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“…In the context of OPCs, where users play the role of learners, cues such as perceived lecturer expertise, prior learning experience, and personal trial experience appear to have a dramatic effect on trust and performance expectation. First, the lecturer forms the core of the teaching course for learners, and, to a certain degree, the level of lecturer expertise determines the quality and effect of online courses: expertise induces learners to perceive the course product performance to be higher (Tartarini et al, 2013; Trotskovsky et al, 2015). Lecturers having professionalism or ability are popular and are recognised by many online learners, thereby easily gaining trust.…”

Section: Theoretical Background and Hypothesesmentioning

confidence: 99%

Understanding consumers’ purchase intention towards online paid courses

Chen

Ding

Meng

et al. 2021

Information Development

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With the unprecedented development of information and communication technologies, online learning is increasingly seen as an important channel for knowledge acquisition. Although knowledge payment platforms have attracted a considerable number of consumers, little is known about the determinants of purchase intention of online learning consumers for online paid courses (OPCs). In this study, we identify the mechanism underlying online learning consumers’ purchase intentions towards online paid courses (OPCs) based on outcome expectation and trust. We further examine the antecedents of performance expectation and trust from a learning-oriented perspective. Results indicate that trust and performance expectation play positive roles in consumer purchase intention. Moreover, perceived lecturer expertise, prior learning experience, and personal trial experience are positively associated with trust and performance expectation, which in turn influence purchase intention towards OPCs. The data were collected using a questionnaire survey of 443 users of knowledge payment platforms, and the proposed model was analysed through structural equation modelling. This study enhances the theoretical understanding of why consumers purchase OPCs in the knowledge payment context. For information system practice, these findings provide new insights for managers on how to conduct knowledge product transactions effectively.

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Section: Theoretical Background and Hypothesesmentioning

confidence: 99%

Understanding consumers’ purchase intention towards online paid courses

Chen

Ding

Meng

et al. 2021

Information Development

View full text Add to dashboard Cite

show abstract

“…The thinking method of solving problems has no limitation in a specialised field, and it focuses on some universal mathematical problem-solving principles. In [10][11][12][13], the problem-based teaching method is applied to solve problems. Students can solve problems by means of data query, theoretical analysis, team work and program formulation.…”

Section: Introductionmentioning

confidence: 99%

Effect analysis of small‐problem‐based teaching method for improving students’ problem‐solving ability in the experiment of power electronics course

Zhao

2021

IET Circuits, Devices & Syst

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To make students understand the working principle of circuits in the course of Experiment of Power Electronics more deeply, the author introduces a small-problem-based teaching method to help students master the relevant curriculum content and enhance their ability of independent problem-solving within 1 or 2 days for balancing the contradiction between course time and burden. Teachers present some small questions according to the basic principles of circuits, and students analyse the problems theoretically. Then students get the answers and verify the conclusions through simulations and laboratory experiments. Furthermore, for comparison of the source harmonic current and the maximum line current for three types of three-phase ac voltage-regulating circuits with different connection modes-the three-phase four-wire star connection mode, the three-phase three-wire star connection mode and the branch-controlled triangle connection mode-are used as an example to explain the proposed teaching method. Through theoretical analysis, simulation and experimental verification of students, three kinds of circuits are compared, and the conclusions are drawn. Based on the analysis of students' problem-solving process and results, it can be seen that most students can complete and get correct conclusions independently. The proposed method can improve the students' problem-solving ability. This 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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“…The literature pointed out that students can acquire greater confidence by checking the answers to their work. Self-check is another way of confirming whether a student's experimental result is correct [14][15][16]. It can also find out problems in the experiment and improve learning initiative [17,18].…”

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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Students' Achievements and Misunderstandings When Solving Problems Using Electronics Models—A Case Study

Cited by 12 publications

References 14 publications

Understanding consumers’ purchase intention towards online paid courses

Understanding consumers’ purchase intention towards online paid courses

Effect analysis of small‐problem‐based teaching method for improving students’ problem‐solving ability in the experiment of power electronics course

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

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