A Review of the Teaching and Learning on Power Electronics Course

Abstract

In this review, we describe various kinds of problem and solution related teaching and learning on power electronics course all around the world. The method was used the study of literature on journal articles and proceedings published by reputable international organizations. Thirty-nine papers were obtained using Boolean operators, according to the specified criteria. The results of the problems generally established that student learning motivation was low, teaching approaches that are still teacher-centered, the scope of the curriculum extends, and the physical limitations of laboratory equipment. The solutions offered are very diverse ranging from models, strategies, methods and learning techniques supported by information and communication technology.

Enhancing the student experience in pre‐ and mid‐COVID‐19 pandemic period by upgrading the power electronics laboratory practice curriculum

“…During the course transformation, a thorough literature review was performed, focusing on reports of best practices when using simulation programs, as well as remote and virtual laboratories for teaching topics of power electronics at universities worldwide. The literature review demonstrated that lecturers are using different approaches for teaching power electronics [14, 54], from theoretical, simulation, and demonstration, to project‐based learning approaches [10]. The vast diversity of best practices is reported also in terms of used simulation programs and virtual laboratory concepts, which can be either run online or offline [59].…”