A practice-based MOOC for learning electronics

García, Félix; Díaz, Gabriel; Tawfik, Mohamed; Martín, Sergio; Sancristobal, Elio; Castro, Manuel

doi:10.1109/educon.2014.6826217

Cited by 32 publications

(18 citation statements)

References 12 publications

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“…So far, approximately 50 teachers and 5.000 students have used VISIR, in particular considering its use in a Massively Open Online Course (MOOC) developed by the Spanish National Distance Education University (UNED) [20].…”

Section: Community Of Practicementioning

confidence: 99%

Spreading remote lab usage a system — A community — A Federation

Alves

Fidalgo

Marques

et al. 2016

2016 2nd International Conference of the Portuguese Society for Engineering Education (CISPEE)

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Abstract-Experiments have been at the heart of scientific development and education for centuries. From the outburst of Information and Communication Technologies, virtual and remote labs have added to hands-on labs a new conception of practical experience, especially in Science, Technology, Engineering and Mathematics education. This paper aims at describing the features of a remote lab named Virtual Instruments System in Reality, embedded in a community of practice and forming the spearhead of a federation of remote labs. More particularly, it discusses the advantages and disadvantages of remote labs over virtual labs as regards to scalability constraints and development and maintenance costs. Finally, it describes an actual implementation in an international community of practice of engineering schools forming the embryo of a first world wide federation of Virtual Instruments System in Reality nodes, under the framework of a project funded by the Erasmus+ Program.

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Section: Community Of Practicementioning

confidence: 99%

Spreading remote lab usage a system — A community — A Federation

Alves

Fidalgo

Marques

et al. 2016

2016 2nd International Conference of the Portuguese Society for Engineering Education (CISPEE)

Self Cite

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“…The difficulty of laboratory setup [11], running remote laboratories [12], [13] and computer simulation components in MOOCs have been well recognized [7]. Assessment of laboratory exercises also presents challenges.…”

Section: Introductionmentioning

confidence: 99%

Developing and Assessing MATLAB Exercises for Active Concept Learning

et al. 2019

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New technologies, such as MOOCs, provide innovative methods to tackle new challenges in teaching and learning, such as globalization and changing contemporary culture and to remove the limits of conventional classrooms. However, they also bring challenges in course delivery and assessment, due to factors such as less direct student-instructor interaction. These challenges are especially severe in engineering education, which relies heavily on experiential learning, such as computer simulations and laboratory exercises, to assist students in understanding concepts. As a result, effective design of experiential learning components is extremely critical for engineering MOOCs. In this paper, we will share our experience gained through developing and offering a MOOC on communication systems, with special focus on the development and assessment of MATLAB exercises for active concept learning. Our approach introduced students to concepts using learning components commonly provided by many MOOC platforms (e.g., online lectures and quizzes), and augmented the student experience with MATLAB based computer simulations and exercises to enable more concrete and detailed understanding of the material. We describe here a systematic approach to MATLAB problem design and assessment, based on our experience with the MATLAB server provided by MathWorks and integrated with the edX MOOC platform. We discuss the effectiveness of the instructional methods as evaluated through students learning performance. We analyze the impact of the course design tools from both the instructor and the student perspective.

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“…The low completion rate of MOOC is a result of a lack of enthusiasm for the course engagement to motivate learners toward participation. Underpinning MOOC high dropout rate and retention issue, few solutions were suggested by previous studies to improve the MOOC in the pedagogical criteria [6], [11], [12], technical criteria [12], [13]. This research also includes additional engaging online elements, such as gamification [3], [14]- [16], social feedback [17], [18], and animation [19]- [21] in order to engage and motivate the students more towards the learning process.…”

Section: Introductionmentioning

confidence: 99%

“…However, for technical MOOCs, it involved significant challenges because technical MOOCs must able to offer practice-oriented learning in order for the MOOCs to be effective and engaging [5], [13], [22], [23]. In this context, few researchers suggested the inclusion of remote laboratory [5], [13] and wearable technology [24], [25] as an alternative to engaging the students more with the MOOCs. Given the exciting developments offered by wearable technology, researchers believed that wearable technology has enormous potential implication and benefits especially for augmentation reality environments in supporting education by some potential advantages.…”

Section: Introductionmentioning

confidence: 99%

Wearable Technology in Education to Enhance Technical MOOCs

Fesol

Salam

Bakar

2018

Int. J. Adv. Sci. Eng. Inf. Technol.

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The low completion rate issue in MOOCs has become one of the main highlights by researchers. It is reported that only 10 to 15 percent of the students were able to complete the MOOCs. This low completion rate is due to the students are less engaged with the MOOCs content causing them to become demotivated to complete the whole MOOCs. Engaging students in MOOCs environment, especially for non-technical subjects, suited very well. However, for technical MOOCs, it involves significant challenges because technical MOOCs must be able to offer the students with practice-oriented learning outcome in-order for the MOOCs to be effective and engaging. Due to the above issue, this paper discussed an improvised MOOCs model for teaching technical subjects with the intervention in the use of wearable technology. A discussion on the e-content and e-activity of the technical MOOC learning design was presented. This study implemented the proposed technical MOOC model through the MOOC development. The students' perception of the technical MOOC was then evaluated, and all the results were explained in the discussion part. Results of the correlation test revealed that all of the technical MOOC variables correlated substantially and held a positive relationship with students' perception variable with r=.3 to 1.0, p < .0005. In addition, this result also suggests that the learning materials produced by wearable technology do contribute towards the positive effect of students' perception when learning technical MOOC.

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A practice-based MOOC for learning electronics

Cited by 32 publications

References 12 publications

Spreading remote lab usage a system — A community — A Federation

Spreading remote lab usage a system — A community — A Federation

Developing and Assessing MATLAB Exercises for Active Concept Learning

Wearable Technology in Education to Enhance Technical MOOCs

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