Teaching Electric Drives Control Course: Incorporation of Active Learning Into the Classroom

Dal, Mehmet

doi:10.1109/te.2013.2256424

Cited by 33 publications

(11 citation statements)

References 29 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Results obtained with demonstrated that there is a statistical difference between the TC and FC formats, with statistically significant improvements in FC. These findings are consistent or better than those reported in other research studies [7], [8], [10]- [12].…”

Section: Discussionsupporting

confidence: 93%

“…Previous research [7], [8] stated that FY students do not have the academic maturity to succeed in an FC setting. While this was true during the first few weeks of the semester, a combination of good study skills, reinforcement of concepts through hands-on activities, and timely feedback from the instructor definitely did help the FY students succeed in the FC.…”

Section: Discussionmentioning

confidence: 95%

See 1 more Smart Citation

A Flipped First-Year Digital Circuits Course for Engineering and Technology Students

Yelamarthi

Drake

2015

IEEE Trans. Educ.

View full text Add to dashboard Cite

This paper describes a flipped and improved first-year digital circuits (DC) course that incorporates several active learning strategies. With the primary objective of increasing student interest and learning, an integrated instructional design framework is proposed to provide first-year engineering and technology students with practical knowledge of DC. The research presented here compares the effectiveness of the flipped course to the previous traditional course through a controlled experimental study. The improved effectiveness of the flipped course is confirmed through the significant increase in course content and significant improvements in students' performance and their perceptions of their learning experience. Preliminary results suggest that students' academic success, and their engagement and interest in engineering, can be enhanced by refinement of an integrated instructional design framework. The authors believe that this positive outcome is a result of alignment of online preview of lectures, face-to-face student/instructor and peer interactions, discussions, hands-on activities, combined with several active learning strategies infused into the class.Index Terms-Active learning, digital circuits, engineering and technology, flipped classroom, student learning.

show abstract

Section: Discussionsupporting

confidence: 93%

Section: Discussionmentioning

confidence: 95%

A Flipped First-Year Digital Circuits Course for Engineering and Technology Students

Yelamarthi

Drake

2015

IEEE Trans. Educ.

View full text Add to dashboard Cite

show abstract

“…The lack of effectiveness of traditional pedagogy to develop some skills led to the use of new didactic approaches." [82] (p. 408) [42,45,46,52,54,58,59,82,84] Own perceptions (n = 9) 1…”

Section: The Argument For Use Example Referencesmentioning

confidence: 99%

The Concept of Active Learning and the Measurement of Learning Outcomes: A Review of Research in Engineering Higher Education

et al. 2019

View full text Add to dashboard Cite

Active learning has gained growing political, instructional, and research interest. However, the definitions of active learning are wide. The learning outcomes related to it have been mostly positive but the measurement methods are not without problems. This review provides an overview of active learning, especially in the context of engineering higher education, by answering two research questions: (1) How is the concept of active learning defined and justified in engineering higher education research? (2) What are the learning outcomes connected to active learning and how is learning measured in engineering higher education research? Sixty-six empirical articles were analyzed inductively with qualitative content analysis. The analysis showed that active learning was defined in various ways, and in some articles, it was not defined at all. In addition, justification (theoretical or empirical) for the use of active learning was seldomly reported. Finally, the indicators used to measure the impact of active learning on students’ learning outcomes were mostly based on students’ self-report data and focused on course specific development in subject-related knowledge. More thorough descriptions and theoretical justifications, as well as the consideration of learning outcomes with appropriate research methods, could reinforce the transparency of empirical interventions and the application of active learning.

show abstract

“…In order to assimilate the voltage dips characteristics, the student use this application following an education process called closed-loop process controls system (Dal, 2013) that guides them through the learning period. The teaching module is subdivided into three tutorials.…”

Section: Implementation Of Virtual Laboratorymentioning

confidence: 99%

Virtual Laboratory for Power Quality Study

Iovan

Surianu

Molnar-Matei

2015

Procedia - Social and Behavioral Sciences

View full text Add to dashboard Cite

The paper presents a virtual laboratory for studying power quality events like three-phase voltage dips, which is used by students to learn and test their knowledge about the subject. The virtual laboratory is needed because in real life, in power quality domain, it is very difficult to generate power quality events in order to see the effects or to analyze their characteristics. The virtual laboratory is designed to give the students the possibility to learn first the theoretical aspects of the subject, then to apply the knowledge they accumulate to several signals, in order to get the characteristics of the event and in the end to test their obtained results with signals characteristics. There are two major advantages of using the virtual laboratory: first is that the students can see different events, with different characteristics, and in this way, they understand better the phenomenon; and the second is that a classical laboratory for studying three phase voltage dips is very expensive, the main elements (programmable voltage sources) having a very high cost.

show abstract

Teaching Electric Drives Control Course: Incorporation of Active Learning Into the Classroom

Cited by 33 publications

References 29 publications

A Flipped First-Year Digital Circuits Course for Engineering and Technology Students

A Flipped First-Year Digital Circuits Course for Engineering and Technology Students

The Concept of Active Learning and the Measurement of Learning Outcomes: A Review of Research in Engineering Higher Education

Virtual Laboratory for Power Quality Study

Contact Info

Product

Resources

About