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  • 1.
    Garcia-Zubia, Javier
    et al.
    Univ Deusto, ESP.
    Cuadros, Jordi
    Univ Ramon Llull, ESP.
    Romero, Susana
    Univ Deusto, ESP.
    Hernandez-Jayo, Unai
    Univ Deusto, ESP.
    Orduna, Pablo
    Univ Deusto, ESP.
    Guenaga, Mariluz
    Univ Deusto, ESP.
    Gonzalez-Sabate, Lucinio
    Univ Ramon Llull, ESP.
    Gustavsson, Ingvar
    Blekinge Institute of Technology, Faculty of Engineering, Department of Applied Signal Processing. Blekinge Institute of Technology, School of Engineering, Department of Electrical Engineering. Blekinge Institute of Technology, Department of Signal Processing.
    Empirical Analysis of the Use of the VISIR Remote Lab in Teaching Analog Electronics2017In: IEEE Transactions on Education, ISSN 0018-9359, E-ISSN 1557-9638, Vol. 60, no 2, p. 149-156Article in journal (Refereed)
    Abstract [en]

    Remote laboratories give students the opportunity of experimenting in STEM by using the Internet to control and measure an experimental setting. Remote laboratories are increasingly used in the classroom to complement, or substitute for, hands-on laboratories, so it is important to know its learning value. While many authors approach this question through qualitative analyses, this paper reports a replicated quantitative study that evaluates the teaching performance of one of these resources, the virtual instrument systems in reality (VISIR) remote laboratory. VISIR, described here, is the most popular remote laboratory for basic analog electronics. This paper hypothesizes that use of a remote laboratory has a positive effect on students' learning process. This report analyzes the effect of the use of VISIR in five different groups of students from two different academic years (2013-2014 and 2014-2015), with three teachers and at two educational levels. The empirical experience focuses on Ohm's Law. The results obtained are reported using a pretest and post-test design. The tests were carefully designed and analyzed, and their reliability and validity were assessed. The analysis of knowledge test question results shows that the post-test scores are higher that the pretest. The difference is significant according to Wilcoxon test (p < 0.001), and produces a Cohen effect size of 1.0. The VISIR remote laboratory's positive effect on students' learning processes indicates that remote laboratories can produce a positive effect in students' learning if an appropriate activity is used.

  • 2. Nordebo, Sven
    et al.
    Claesson, Ingvar
    Dahl, Mattias
    On the Use of Remes Multiple Exchange Algorithm for Linear--Phase FIR Filters with General Specifications2000In: IEEE Transactions on Education, ISSN 0018-9359, E-ISSN 1557-9638, Vol. 43, no 4, p. 460-463Article in journal (Refereed)
  • 3. Ohlsson, Lennart
    et al.
    Johansson, Conny
    A PRACTICE DRIVEN APPROACH TO SOFTWARE ENGINEERING-EDUCATION1995In: IEEE Transactions on Education, ISSN 0018-9359, E-ISSN 1557-9638, p. 291-295Article in journal (Refereed)
    Abstract [en]

    This paper describes a two year undergraduate education program in software engineering, This program is designed around the principle of exploratory learning, whereby the students are trained to build knowledge by themselves and actively search for solutions to the problems they experience, In addition to the essential aspects of software engineering: managing complexity of large, changing systems and the ability to work in teams; the program also aims to prepare the students for working ina field of rapidly changing conditions and constraints, This paper describes how these high level goals have been implemented in an actual curriculum, At the core of the program is a set of project courses which are conducted as role playing games in order to simulate the conditions in an industrial environment. Two years worth of students have graduated from the program now, and the paper summarizes the main lessons learned as well as a follow-up survey of experiences from some of the organizations who hired the students.

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