An online lab for digital electronics course using information technology supports

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.

Instructional media has an important function for facilitating academia to achieve the learning objectives. Therefore, this study aims to develop an instructional media of the analog and digital electronics for automotive engineering education students. This study used a research and development method which consisting of 4D steps (define, design, development, and dissemination). The instructional media feasibility assessment from the lecturers and students was obtained using a questionaire. The lectures and students, after assessing the media kits, both were suggested that it has a good lay out, appropriate with the learning outcomes, and feasible for benefitting university learners in analog and digital electronics course especially in practice courses. The implementation of this analog and digital electronic media improves the students achievement in the basic analog and digital automotive electronics courses

The rapid transition to remote teaching in the spring of 2020 posed particular challenges for laboratory courses, which often involve students working hands-on with equipment in collaborative environments. Replicating in-person experiments was especially challenging for advanced lab courses that utilize specialized apparatus, which could not be accessed by students at home. However, physics lab instructors employed a variety of creative strategies to overcome these barriers and provide students access to lab-like learning in a remote setting. We report on one advanced lab course that used the transition to remote teaching to completely redefine the course goals and transition from traditional prescriptive labs to more open-ended projects. We conduct a case study analysis, triangulating among several data sources-survey responses and interviews from both instructor and students-to construct an in-depth understanding of the remote course and how students experienced it. Although we cannot necessarily generalize the results of this analysis to the entire student experience in the course due to the student response rate, the feedback that the course did receive from both students and the instructor was overwhelmingly positive, and the instructors are planning to retain the open-ended projects when the course returns to an in-person format. We find that the new open-ended projects afforded students opportunities to make decisions and think deeply about their experiments, which students report as contributing to their enjoyment and satisfaction with the course. Students had mixed group work experiences, with some describing positive and meaningful interactions and others describing group work as a source of frustration and stress. Additionally, some students missed being able to work hands-on with equipment, and some reported a high workload that made the course stressful. We discuss these student experiences and provide implications for both in-person and remote lab courses.

PurposeUsing dynamic capability theory, this study investigates how information technology (IT) support affects firms' online and offline cross-channel integration (CCI). In addition, it applies institutional theory to examine how the relationships between IT support and CCI are moderated by firms' institutional environments.Design/methodology/approachA sample of 308 firms in China that conduct business in online and offline channels was empirically tested through hierarchical regression analysis.FindingsThe results showed two types of IT support facilitated CCI: IT support for strategy and IT support for process. The relationship between IT support for process and CCI was stronger than that between IT support for strategy and CCI. The results further indicated institutional environment (i.e. dysfunctional competition and government support) played differing roles in these effects, such that the relationship between IT support for strategy and CCI was significantly weakened by dysfunctional competition yet enhanced by government support. However, neither dysfunctional competition nor government support had a significant moderating role in the relationship between IT support for process and CCI.Originality/valueThis study identifies different IT support types as antecedents of CCI. It is also one of the earliest attempts to explore the influence of institutional environment on the relationship between IT support and CCI.

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 current paper presents of a continuous longitudinal research dealing with different aspects of accuracy and the way the students understand it. Previous studies have shown that understanding the accuracy concept is not obvious. A previous study exposed students’ difficulties in calculating measurement accuracy of digitized signals. After writing a special study unit on measurement accuracy and measurement error and adding it to the curriculum of Digital Electronics course, two questions questionnaire entered to the final test on digital electronics course. The students’ grades showed an improvement in understanding the accuracy concept, but not sufficient. The study unit included explanation, tutorial and homework. A replication of the previous experiment in Fall semester 2015 showed a substantial improvement in the students’ achievements regarding the accuracy concept. This time the students got explanation and example but no homework concerning the accuracy concept. Nevertheless, they had the chance to see and solve the previous questionnaire so the questions regarding accuracy did not surprise them. Solving old test questionnaires is a common mode of learning among our students therefore this may be the explanation of the improvement in the students’ grades.

This paper describes a practical case study on the benefits and feasibility of a virtual laboratory as a part of chemistry laboratory exercises. Three different objectives that must fit together to create an efficient Virtual Reality (VR) learning experience were found: relevant information content, learning design, and technical feasibility. To achieve these multidisciplinary goals, a simple framework for designing VR learning materials was created. A 360-VR version of a chemistry laboratory exercise was designed and created following this framework. Data on its effectiveness was collected on a laboratory course with over 150 first-year chemical engineering students. The students completed the same laboratory exercise both as a virtual laboratory and in a real student laboratory. In the student feedback, students clearly stated that virtual laboratories cannot replace the experience in a real laboratory, and that the virtual laboratory exercises did not directly increase student motivation. Nevertheless, students showed a very positive attitude towards virtual learning materials and suggested including even more activating materials such as quizzes and interactive videos in the learning materials. Only a few students reported any downsides related to the virtual laboratory exercise. Overall, it was shown that our design principles work in practice as the students reported several real benefits when they completed a virtual laboratory exercise before the real-life laboratory exercise. These benefits included learning the correct way that the laboratory exercise proceeds and how to perform certain tasks correctly.

For enhanced education at the level of University courses such as those in biology or biotechnology, one of the key elements is the need of time and expertise to allow the student to familiarize laboratory techniques in par with regular theory. The Sakshat Amrita virtual biotechnology lab project focusing on virtualizing wet-lab techniques and integrating the learning experience has added a new dimension to the regular teaching courses at the University. Establishing virtual labs requires both domain knowledge and virtualizing skills via programming, animation and device-based feedback. Challenges in the biotechnology sector in setting up a laboratory that integrates both the feel and phenomenon includes the medley of multiple techniques. This paper reports one such cost-effective process used in virtualizing a real biotechnology lab at the University-level. The major challenge in setting up an effective knowledge dissemination for laboratory courses was not only the scientific approach of biotechnology, but included the virtualization aspects such as usage/design scalability, deliverability efficiency, network connectivity issues, security and speed of adaptability to incorporate and update changes into existing experiments. This paper also discusses an issue-specific case-study of a functional virtual lab in biotechnology and its many issues and challenges.

This paper mainly introduces the main problems and solutions of digital circuit, the basic course of software engineering, under the background of advocating engineering education in China. In order to solve the problems of low classroom learning enthusiasm and weak classroom participation, the teaching concept of "teacher led and student-centered" digital circuit course is adopted. In view of the problems faced by the teaching of digital electronics courses, such as single teaching methods, lack of real-time guidance and weak supervision, this paper puts forward a systematic solution to organically combine classroom teaching with extracurricular innovation, cultivate students' innovative thinking and improve their practical ability. In order to solve the problem of disconnection between efficient classroom education content and enterprise requirements, enterprises are introduced to participate in curriculum teaching, reflecting the seamless connection with the industry. Take competition as the starting point, cultivate students' cooperation and competition awareness, and improve their innovation ability.

At the universities of Dresden, Vienna, and Zagreb, a laboratory course for prospective physics teachers was transferred to an online environment because of the lockdown in March 2020 due to the COVID-19 pandemic. The aim of this paper is to present and compare students’ and instructors’ considerations about the experiences with this laboratory course at these three universities and to formulate guidelines for organizing lab courses for prospective physics teachers. The research was conducted in three steps: first, interviews were conducted with prospective physics teachers (N = 10); second, an online questionnaire was administered to course participants (N = 99); and third, lab course instructors completed an online questionnaire (N = 8). The results show that an increase in creativity and confidence was expressed when conducting home experiments. Students who received support and guidance benefited more from the online lab course, but some students also experienced a greater time commitment. On a positive note, all participants thought outside-the-box during this lab experience and found solutions that led to new ways of conducting labs. Our study suggests that in future online or regular lab courses, students should have the chance to make decisions about experiments and be creative, with an emphasis on peer discussions and support from instructors.

The use of remote laboratories in courses at university level has been reported in literature numerous times since the mid 90â??s. In this article focus is on activities carried out by teachers and students, at the Upper Secondary School Level, using the remote laboratory VISIR (Virtual Instrument Systems in Reality). The Upper Secondary School, Katedralskolan in Lund, Sweden, cooperate with Blekinge Institute of Technology, Sweden, in a project that concerns the introduction of remote laboratory environment suitable for Upper Secondary School science courses. A remote laboratory in electronics has been introduced and is used as a complement to the traditional workbench in the hands-on laboratory. Significant results from the project are; 1) the great interest shown by the students for the remote experiments, 2) the students appreciation for the fact that it was not simulations but actual real experiments, 3) the remote laboratory is easy to implement for use by both teachers and students and 4) it can be used simultaneously by many students.

Laboratory courses play a pivotal role in higher education, and with emerging technologies transforming instructional practices, virtual laboratories have become an effective supplement to traditional, face-to-face settings. This paper presents a Unity3D-based virtual production line laboratory platform developed under the ADDIE instructional design model (Analysis, Design, Development, Implementation, Evaluation). The physical assembly line was replicated in a virtual environment and deployed via WebGL on a custom website, enabling students to engage in experimental learning at any time.Additionally,On the student client, we have visualised PLC programs and designed an image recognition module that enables students to visually verify the correctness of their PLC programs. Implementation with second-year undergraduates demonstrated positive impacts on academic performance.

In general, students of laboratory courses such as chemistry or biology are not able to replicate at home an experiment of a previously studied class since they lack infrastructure and material. With the possibility of providing multimedia and virtual reality environments on the Web, different applications and virtual laboratories have been proposed. However, most of the existing tools are not flexible enough or are domain-oriented, not supporting the addition of new tailor-made experiments when needed. This paper introduces a new platform for providing a customizable Virtual Laboratory, [email protected] This application was proposed at University of Madeira in order to provide students with a flexible 3D virtual laboratory and teachers with a platform that can be customized to new experimental protocols. Therefore, chemistry teachers are able to create their own experimental protocols and propose them to their students. Moreover, students can be followed accordingly having their learning needs and difficulties fulfilled. [email protected] is a solution for motivating students and proposing an added value for complementing laboratory courses.

The paper presents the application of the Project-Based Learning approach in the digital electronics course at the University of Ruse for implementing Boolean functions of three arguments with multiplexers.

We present a cost-effective, feasible solution to situations where students cannot perform in-person laboratory experiments, such as in a pandemic scenario, in the context of electric and electronic circuits. A hybrid combination of simulations, experiments in a remote laboratory and at-home assignments in do-it-yourself electronic kits was developed and implemented in an Electric and Electronic Circuits Laboratory course over three semesters. We show that most competencies that are usually expected to be developed in such courses do not suffer any penalties when our approach is employed.