Challenges and Opportunities to Overcome The Impact Of COVID-19 Pandemic on Power Engineering Education

Opriş, Ioana; Ionescu, Cristina Sorana; Costinaş, Sorina; Nistoran, Daniela Elena Gogoaşe

doi:10.18421/tem94-48

Cited by 9 publications

(5 citation statements)

References 5 publications

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“…A slightly bigger problem arises in departments that require manual measurement and connection of electronic or power system solutions [13]. Courses in which the main area of focus was to teach the student to connect electronic circuits and to program microcontrollers have moved to simulation environments where they can work with development platforms such as Arduino or Raspberry Pi.…”

Section: Introductionmentioning

confidence: 99%

Remote IoT Education Laboratory for Microcontrollers Based on the STM32 Chips

Jacko

Beres

Kovacova

et al. 2022

Sensors

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The article describes the implementation of IoT technology in the teaching of microprocessor technology. The method presented in the article combines the reality and virtualization of the microprocessor technology laboratory. A created IoT monitoring device monitors the students’ microcontroller pins and sends the data to the server to which the teacher is connected via the control application. The teacher has the opportunity to monitor the development of tasks and student code of the program, where the functionality of these tasks can be verified. Thanks to the IoT remote laboratory implementation, students’ tasks during the lesson were improved. As many as 53% (n = 8) of those students who could improve their results achieved an improvement of one or up to two tasks during class. Before the IoT remote laboratory application, up to 30% (n = 6) of students could not solve any task and only 25% (n = 5) solved two tasks (full number of tasks) during the class. Before implementation, 45% (n = 9) solved one problem. After applying the IoT remote laboratory, these numbers increased significantly and up to 50% (n = 10) of students solved the full number of tasks. In contrast, only 10% (n = 2) of students did not solve any task.

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Section: Introductionmentioning

confidence: 99%

Remote IoT Education Laboratory for Microcontrollers Based on the STM32 Chips

Jacko

Beres

Kovacova

et al. 2022

Sensors

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show abstract

“…They also mentioned that classes, seminars can be moved to online mode however researchers can take equipment's to home (when possible) while colleagues can provide remote support to conduct the experiments. Authors in [10] analysed the benefits and proposed the use of augmented reality (AR) in online delivery of power engineering education during pandemic. However, authors in [25] highlighted some key challenges such as the unavailability of internet service, and limited resources accessibility during the COVID-19 outbreak, which is also experienced by many students in Brazil [26].…”

Section: Globally Observed Covid-19 Challenges On Educationmentioning

confidence: 99%

“…The term "work from home or teach from home" has become very familiar in recent times. The education system has suddenly shifted from classic face-to-face teaching philosophy to online or remote or distance learning mode [10]. Although online or distance learning is known to the academic community, however, the biggest challenge for engineering education is to transform all the face-to-face learning activities into online mode.…”

Section: Introductionmentioning

confidence: 99%

Exploring Teaching and Learning Experience during COVID-19 Pandemic in Engineering Education

Arif

Shafiullah

2022

Sustainability

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The education system is continuously modernizing by accommodating the need due to the industrial revolution. Various teaching modes are also introduced including a diverse range of students, particularly in engineering education. The COVID-19 pandemic has disrupted normal education worldwide, forced to shut down campus activity for an extended period which forced Universities to adopt alternative approaches to continue student’s academic year. Engineering education faced significant challenges to find a realistic substitution for lab-based hands-on activity as well as group or team-based learning experiences. It is therefore very important to know the challenges and ways to address them. This paper evaluates the teaching and learning experiences observed in engineering education in Australia and abroad during the COVID-19 period compared to the pre-COVID period. The key motivation of this study is to identify key challenges arises due to COVID-19, develop Teaching & Learning (T & L) approaches to address these challenges and evaluate the effectiveness of the applied changes in the T & L approach, identify shortcomings, and find ways to improve them. The student feedback on selected engineering units have been collected from Deakin and Murdoch university in Australia to evaluate the performances of the applied changes. This data is considered as an authentic source of information to compare and identify the key challenges and effectiveness for students’ learning in pre-COVID and during COVID condition. This study later explored various literatures to gather experiences from other universities across the globe and by analysing all findings including academic experiences finally developed constructive recommendations for improvement. It is found that the current form of online mode of teaching has room to improve further as one segment of students finds it challenging and some others like a few approaches. It is also found that the online infrastructure, staff skills to innovate new unit designs, and motivating students are the other challenging areas. Therefore, a new teaching and learning framework is required to overcome all the challenges for future learning.

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“…The research showed that adding online resources has a positive effect on learning outcomes. In another research [15], the authors investigate the use of Augmented Reality (AR) technology for training future engineers in the field of energy. This study analyzes the paradigm shift for its usefulness in teaching, for example in power engineering education to support online teaching during the pandemic.…”

Section: Literature Reviewmentioning

confidence: 99%

Analysis of Computer Skills and Happiness Levels of Electrical Engineering Students during Pandemic

Memon¹

2021

EJEDU

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Since March 2019, UAE university has responded to challenges raised by the pandemic by transforming normal instruction platforms and assessments to online. The pandemic itself and online learning have affected students’ skill level, job outlook and perception of the future. Engineering education, in particular, involves laboratory experience, field internships, industrial visits in addition to classroom learning. This study undertakes to analyze electrical engineering students’ concerns raised by challenges due to pandemics. The study develops a hypothesis and validates it using data collected from electrical engineering students (of years 2, 3 and 4) registered in the spring term of computer courses of electrical engineering. The data thus, collected is analyzed and suggests that electrical engineering students’ happiness levels are low, the job outlook is weak, and skill development concerns are high due to virtual laboratory experience and absence of physical industrial visits/internships. Some recommendations are developed and presented.

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Challenges and Opportunities to Overcome The Impact Of COVID-19 Pandemic on Power Engineering Education

Cited by 9 publications

References 5 publications

Remote IoT Education Laboratory for Microcontrollers Based on the STM32 Chips

Remote IoT Education Laboratory for Microcontrollers Based on the STM32 Chips

Exploring Teaching and Learning Experience during COVID-19 Pandemic in Engineering Education

Analysis of Computer Skills and Happiness Levels of Electrical Engineering Students during Pandemic

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