A new elearning system integrating a top-down elearning and new virtual remote laboratory environments for logic circuit design

A new remote laboratory system for learning hardware design and experiment of digital circuit has been developed. It employs shared resources and an e-learning system based on the top-down method specializing in the logic circuit design and featuring a quick acquisition of the hardware-description-language-based design skill. The wide use of the Internet motivated us to develop seamless remote and actual hardware laboratories for hardware design laboratory course, and for students to learn the digital circuit design by themselves. The proposed remote laboratory utilizes actual hardware and actual measurement tools in a time-sharing fashion. The combinatorial use of FPGA/PC connected test hardware and PC-based measurement equipments has made it possible to develop a remote multi-user and time-sharing hardware experiment system. As all students are equipped with high-performance Laptop PCs, CPU intensive development tasks can be performed by each student's client PC in a rich-client environment. The prototype the remote-laboratory and self e-learning system are under-construction, and will be used for the third grade CS students from year 2005

The rapid development of information technologies and global challenges of recent years have significantly altered approaches to organizing educational processes, especially in technical sciences. The need for remote hardware laboratories has become particularly acute in Ukraine due to the ongoing military conflict, where many students and teachers are forced to work and study remotely. This research addresses the critical need for effective remote laboratory systems that can provide quality technical education regardless of physical location. The study focuses on analyzing and comparing modern remote hardware laboratory systems, proposing a methodology for their evaluation, and determining the most optimal solution for implementation. The problem lies in the traditional methods of hardware study requiring physical access to equipment, which becomes impossible in remote learning conditions. This creates a significant gap between the theoretical knowledge and practical skills of students. The research proposed a new methodology that involves a systematic analysis of existing remote laboratory systems based on six key criteria: technology level, updates and support, Learning Management System (LMS) integration capabilities, simplicity, real-time performance, and ease of configuration. The study examines several major systems, including WebLabDeusto, LabDiscoveryEngine, VISIR, iLab, and FREE, analyzing their architectures, advantages, and limitations. Through comparative analysis, the research revealed that LabDiscoveryEngine demonstrates the highest overall effectiveness among the examined systems, scoring 29 out of 30 possible points across all evaluation criteria. The study identified key architectural approaches used in existing systems and analyzed their respective strengths and weaknesses. Special attention was paid to aspects such as the user interface, managing access to limited hardware resources, and security mechanisms. The results of the study allow the use of the new proposed methodology for comparing remote laboratory systems and improve the overall understanding of the development and implementation of remote laboratory systems, providing valuable information for universities seeking to implement or improve their remote laboratory capabilities. The article emphasizes the critical importance of remote laboratory systems for ensuring quality technical education in modern conditions and outlines future research directions, including the investigation of long-term effects, economic efficiency, and standardization of remote laboratory systems. The research results can be practically applied in selecting key technologies for creating new remote laboratories and improving existing ones.

An educational remote laboratory is a software and hardware tool that allows students to remotely access real equipment located in universities or educational centers. Federations of remote laboratories have existed for years: students of one university transparently access laboratories of other university through software systems that enable these contracts. However, traditionally these contracts have been defined in a "one to one" basis and both universities using the same remote laboratory management system. The focus of this contribution is to present different interoperable bridges among different remote laboratory systems and explore how they can be chained to build complex ecosystems of remote laboratories. The impact of this chaining is that, if successful, it would definitely contribute to the adoption of remote laboratories.

Recent technological inventions in electronics and communication technologies allow us to do a range of activities over the Internet. Some of these activities we could not even think of a few years ago. With this new scenario, performing experiments that involve real hardware remotely over the Internet is now a reality. However, considering the complexities of technologies involved with remote laboratories, some of the experimental systems need to be modified/customized before they can be integrated within a remote laboratory system. One such system is a mobile robot that can be used for various student learning laboratory activities. This paper will report the customizing process of a household mobile robot so that it can be integrated within a remote laboratory facility.

This paper presented the research on utilization analysis of equipment systems, tools and telecommunication engineering management for providing distance learning systems in Sukhothai Thammathirat Open University (STOU). The architectural framework of remote laboratory practice system prototype for engineering and scientific learning via m-learning technology was proposed in this research. Furthermore, the prototypes of the infrastructure and resources based on the enhanced Telecom Operation Map (eTOM) standard were presented for remote laboratory practice system installation and implementation. This could improve STOU distance learning systems and the digital broadcast via STOU computer network to fully meet the high performance and the most efficient use of related infrastructure and resources.

Laboratories are essential to engineering education, yet traditional setups often face challenges such as limited accessibility for students with disabilities and constraints imposed by events like pandemics. To address these issues, this paper introduces an innovative remote laboratory platform to overcome these barriers. The platform integrates specialized control boards and hardware with advanced laboratory management software, offering a versatile and accessible educational tool. Its fault detection and control system ensures reliable operation while safeguarding both equipment and users from potential risks. The platform supports both in‐person and remote access to laboratory resources, providing a cost‐effective and high‐precision alternative to conventional labs. Furthermore, it can be easily and swiftly implemented in existing traditional labs at a reasonable cost. This remote laboratory system enhances educational equity and operational flexibility, with practical applications in teaching, research, and industrial settings.

Remote laboratory system has been used in engineering education over a decade. To offer a collaborative learning platform for students’ learning, a Wiki-based remote laboratory platform was developed successfully. The effectiveness of the collaborative learning platform was verified by implementing a new remote PID (proportional–integral–derivative) controller experiment based on the Wiki-based remote laboratory platform. This remote experiment aims to offer students hands-on experience to demonstrate the characteristics of proportional, proportional–integral, proportional–derivative and PID controllers and visualize the process of remote tuning. This paper presents the integration of a new remote experiment into an existing mechanical engineering course at the University of Houston. With the help of this remote experiment, students can study the control knowledge actively instead of passively. Moreover, the systematic integration of the Wiki-based remote laboratory platform into laboratory courses reinforces the delivery of content to students with dissimilar learning styles, thus improving students’ success.

This two-part paper reviews recent innovations in circuit design that have accelerated the miniaturization of sensor nodes. In this second part of the paper, we focus on key building blocks of miniaturized sensor nodes, such as data transceivers, energy harvesters, power management units, and digital logic circuits. System level design considerations are also discussed to provide guidelines for the design of a miniaturized system. As an example prototype design, a 2.7-cm3 global navigation satellite system (GNSS) logger is proposed. This paper includes a die-stacked sensor platform composed of an ARM cortex M0 processor, energy harvester, power management unit, solar cell, optical receiver, sensor layer, and RF transmitter that exploits the discussed design techniques for ultra-low power operation. The GNSS logger can store GNSS signals of >1 k positions on a single battery charging without additional energy harvesting.

Learning is a process that involves educators, students, teaching materials, learning resources, learning media, and methods. The conventional method, whose main source of knowledge is only from educators, is considered to be less effective if it is the only source of knowledge transfer to students. The boring learning process, the media used in Digital Electronics courses is a simulator, the features presented in the simulator are less interesting. So it was appointed a research study on the development of the IoT Remote Lab learning tool with Blended Learning Digital Electronics Subjects in accordance with the Industrial Revolution era 4.0. This study aims to determine the stages and feasibility of developing the IoT Remote Lab learning tool with a valid, practical, and effective Blended Learning method in the Department of Electronics Education Faculty of Engineering Universitas Negeri Makassar (FT-UNM). The research method used by Research and Development (R&D) with the 4D development model (1), (2) planning, (3) development, and (4) distribution. The results of this study indicate that the Remote Lab IoT learning tool with the Blended Learning method has a very valid category to use. Got a response from students who said it was very practical in its use and the results of student test scores after implementation had increased. It was concluded that the data stated that the Remote Lab IoT learning device with the Blended Learning method that had been developed was declared valid/feasible to use as well as practical and efficient in its use.

Now a day’s world is moving towards the digitalization. Most of the field are upgrade and improve their standard by using digital technology and digital devices. Now digital devices are mostly used and easily available[1]. So, mostly all fields are connected with the digitalization. It is also reaching in the education fields. Virtual lab is concept in which computerized learning is performed. In this paper, the computers or laptops are needed to connect Internet, using Internet learning, Text, image, audio, video format data is easily get on the internet. But practical data is not as much we get on internet. To improve the practical knowledge virtual lab is needed[3]. In this paper we design system that perform practical virtually using virtual laboratory. Virtual lab is used in UG, PG, Biotechnology, Engineering, Research field and also in other fields.

Teaching electronics in engineering encompasses several issues related to the specific technical subjects and the educational model considered. The first embraces a set of specific scientific concepts while the second usually includes a big number of laboratorial classes. Electronic design usually includes analog and digital components that are developed using different technologies, an analog device usually consisting of the association of different components, while a digital device is nowadays designed using hardware programming languages. In any case, circuit design should include the intended mission circuit but also additional circuitry in order to support debug and test operations. The additional functionalities included for this purpose assume special importance during the circuit prototype validation phase. The most common errors result from the use of programmable and configurable devices (e.g. microcontrollers, FPGA) although those resulting from analogue components are usually harder to diagnosis and correct. A structured way to face those issues is the use of IEEE1149.1/4 test infrastructures. Laboratorial classes on advanced subjects like this are one of the reasons why electronics is an expensive engineering education. Remote labs are presently being advertised as a mean to make the educational model more cost effective. Part of the laboratorial classes can be performed autonomously by the student, using remote circuits to verify if the developed code matches the intended result. Furthermore, as the remote laboratories are intrinsically based on ICT, it is easy to produce and use students' knowledge information to optimize the educational model. This document presents part of an IEEE1149.1/4 remote access educational platform for use on electronics courses.

The world wide pandemic situation revealed the problems in all spheres of human life which haven’t been faced before. Recently the world has changed greatly as well as the relationship between people and their professional activity. The great bunch of the workload, if basically acceptable, is done with the use of modern innovative technologies. Such problems have not trampled down the sphere of higher education as well. Distance learning, which was previously addressed to only as accompanying possibility of lessons conduct, nowadays is considered to be the only practicable form of conducting lectures, practical lessons, tests, i.e. it has become a usual daily practice for both teachers and students. Among the basic functional requirements to the electronic educational resources in the system of distance learning there are the visualization and interaction principles both when getting familiar with the theoretical material and when completing virtual laboratory and practical tasks. The Microsoft Office documents have become the most widespread elements among the electronic educational resources. That is why there is a pressing need in presenting the electronic MS Excel spreadsheets on the resource web-pages. The simple and convenient way to solve the problem of Excel documents introduction into the electronic resources of the distance learning systems is the use of cloud services. The services help to acquire the access to the information resources of any level and of any capacity with the possibility to allocate the rights of the users belonging to different groups in relation to the resources. For that purpose the availability of the Internet network access and web-browser would be enough \cite{Kravtsova2020}. The cloud calculation technologies introduction allows for the use of the programs that do not require special licensing, update versions monitoring and eliminates the need of software technical support as the provider himself exercises control over the functioning, data saving, antivirus protection and possible cyberassaults.The peculiarities of professional training of navigators require the students to acquire the knowledge of professionally-oriented tasks algorithms as well as the knowledge of technologies that can help to implements them. One of the main routines the officer needs to deal with on the navigational bridge is the use of the information systems of shipboard hardware. But before usage he needs to assure of the systems reliability. That is why it is extremely important to gain during the course of professional training the necessary skills of navigation equipment exploitation reliability assessment by means of Microsoft Office documents and cloud services. So the subject matter of the suggested research is the procedure development for the navigation equipment exploitation reliability assessment by means of modern services use in the course of professional training of future seafarers. The aim of the paper is the solution of the problems of optimum assessment of the information systems of shipboard hardware reliability by means of cloud technologies usage. The following tasks are completed in the course of the research: the peculiarities and characteristics of navigational information processed by the shipboard navigation and information system have been analyzed; the results of the information systems of shipboard hardware usage have been studied; the technological diagram of the basic components structuring of the “Information systems of shipboard hardware” complex for the Master’s degree training course has been created; the effective technology of the program Excel documents processing has been chosen; the system of access and usage of web-services for calculation tables processing in the system of distance learning has been designed;the process of competency formation which will enable students to use cloud services has been suggested.

In the current pandemic era of COVID-19, almost all higher learning institutions had been forced to undergo abrupt transformation of instructional delivery mode, from face-to-face to online distance learning, within a short period of time. While lectures and tutorials can be easily carried out online using existing teleconferencing software, conducting a virtual laboratory class still remains a challenge. In addition, many academic institutions found it financially challenging to implement remote laboratory systems in such economically difficult times. Therefore, a low-cost remote laboratory experiment was implemented in unit CMPE2003 Microcomputers, at Department of Electrical and Computer Engineering, Curtin University Malaysia. Although this paper does not claim to be the first to introduce such an implementation, it aims to identify and present some key issues concerning running remote laboratory activities without the use of any advanced tools. Also, in this case study, a survey was conducted to evaluate students' level of satisfaction regarding aspects pertaining to their learning experience on the remote laboratory.

In this paper it is proposed the implementation in Matlab & Tools environment, by using Simulink and Simscape plug-ins, of empirical models of the Carbon Nanotube Field Effect Transistor (CNTFET) in order to evaluate the capability of this very interesting design and simulation environment to easily design the most advanced generation of digital electronic circuits. Empirical models of electronic devices are particularly suitable for the Computer Aided Design (CAD) of digital electronic circuits. They are generally very compact, fast and accurate, without any physical approximation, and then they can be easily implemented in circuit simulators. The paper aims at describing the core of a possible CAD tool for digital circuits using CNTFETs, designed by the author, and at evaluating its suitability and usefulness by design examples. Therefore, they have been implemented two models of CNTFETs in Matlab & Tools environment and it has been performed the design of basic digital logic gates and memory elements. One of the two models has been developed by the author and already validated. The other model has been developed by valuable authors at Standford University and is used for comparisons. Results show the great usefulness of the empirical approach and of the Matlab & Tools environment for the quick and easy design of digital electronic circuits using CNTFETs.

The experience of organizing control measures us-ing a distance learning system in the context of new educational standards is presented in the article. Extensive toolkit of the Moodle system allows to automate the process of monitoring students’ knowledges and to analyze the results in various forms. The features of using the module for set-ting up test tasks and introducing mathematical expressions into them are considered. The descrip-tion of the capabilities of the system for creating a database of questions and test materials is given. Using an electronic testing system allows to intensify the learning process, creating optimal con-ditions for the implementation of the differentiation principles and individualization of training. The vol-ume increase of interactive methods of interac-tion between teacher and student is caused by the change of the education system as a whole. The use of e-learning in conjunction with traditional methods allows organize educational activities ef-fectively.