A Three-Year Feedback Study of a Remote Laboratory Used in Control Engineering Studies

Autor/inn/en	Chevalier, Amélie; Copot, Cosmin; Ionescu, Clara; De Keyser, Robin
Titel	A Three-Year Feedback Study of a Remote Laboratory Used in Control Engineering Studies
Quelle	In: IEEE Transactions on Education, 60 (2017) 2, S.127-133 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-9359
DOI	10.1109/TE.2016.2605080
Schlagwörter	Feedback (Response); Engineering Education; Virtual Classrooms; Instructional Effectiveness; Teaching Methods; Likert Scales; Student Surveys; Student Experience; Student Satisfaction; Laboratory Experiments; Scheduling; Educational Technology; Courseware; Higher Education; Foreign Countries; College Students; Statistical Analysis; Belgium + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Likert-Skala; Schülerbefragung; Studienerfahrung; Laboratory work; Laborarbeit; Disposition; Unterrichtsmedien; Lernsoftware; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Collegestudent; Statistische Analyse; Belgien
Abstract	This paper discusses the results of a feedback study for a remote laboratory used in the education of control engineering students. The goal is to show the effectiveness of the remote laboratory on examination results. To provide an overview, the two applications of the remote laboratory are addressed: 1) the Stewart platform, and 2) the quadruple water tank system. Combining both applications allows a broad spectrum of practical examples featuring challenging control aspects such as multiple-input-multiple-output control, decoupling, non-minimum phase systems, open-loop unstable systems, and PID control design. The remote laboratory feedback study was performed using a five-point Likert-type scale survey to elicit the students' level of satisfaction with the laboratory. Three years of student examination results were also studied to compare performance before and after integrating the remote laboratory. In the first of these years there was no use of the remote laboratory. In the second year, the remote laboratory was introduced on a voluntary basis, and in the third year the remote laboratory was obligatory. Student feedback indicates that the remote laboratory needs further development to counter its limitations. A major conclusion of the survey was that there is keen interest in the remote laboratory to provide practical experience in the training of a control engineer. It can be concluded that the remote laboratory has a positive effect on student examination results. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01