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WFRF:(García Zubía Javier)
 

Sökning: WFRF:(García Zubía Javier) > Empirical Analysis ...

LIBRIS Formathandbok  (Information om MARC21)
FältnamnIndikatorerMetadata
00003878naa a2200445 4500
001oai:DiVA.org:bth-14359
003SwePub
008170526s2017 | |||||||||||000 ||eng|
0247 a https://urn.kb.se/resolve?urn=urn:nbn:se:bth-143592 URI
0247 a https://doi.org/10.1109/TE.2016.26087902 DOI
040 a (SwePub)bth
041 a engb eng
042 9 SwePub
072 7a ref2 swepub-contenttype
072 7a art2 swepub-publicationtype
1001 a Garcia-Zubia, Javieru Univ Deusto, ESP4 aut
2451 0a Empirical Analysis of the Use of the VISIR Remote Lab in Teaching Analog Electronics
264 1b IEEE-INST ELECTRICAL ELECTRONICS ENGINEERS INC,c 2017
338 a print2 rdacarrier
520 a 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.
650 7a SAMHÄLLSVETENSKAPx Utbildningsvetenskapx Pedagogik0 (SwePub)503012 hsv//swe
650 7a SOCIAL SCIENCESx Educational Sciencesx Pedagogy0 (SwePub)503012 hsv//eng
650 7a TEKNIK OCH TEKNOLOGIERx Elektroteknik och elektronikx Signalbehandling0 (SwePub)202052 hsv//swe
650 7a ENGINEERING AND TECHNOLOGYx Electrical Engineering, Electronic Engineering, Information Engineeringx Signal Processing0 (SwePub)202052 hsv//eng
653 a Active learning
653 a electrical engineering
653 a engineering curriculum
653 a remote laboratory
653 a virtual instrument systems in reality (VISIR) remote laboratory
7001 a Cuadros, Jordiu Univ Ramon Llull, ESP4 aut
7001 a Romero, Susanau Univ Deusto, ESP4 aut
7001 a Hernandez-Jayo, Unaiu Univ Deusto, ESP4 aut
7001 a Orduna, Pablou Univ Deusto, ESP4 aut
7001 a Guenaga, Mariluzu Univ Deusto, ESP4 aut
7001 a Gonzalez-Sabate, Luciniou Univ Ramon Llull, ESP4 aut
7001 a Gustavsson, Ingvaru Blekinge Tekniska Högskola,Institutionen för tillämpad signalbehandling,Avdelningen för elektroteknik,Institutionen för signalbehandling4 aut0 (Swepub:bth)igu
7102 a Univ Deusto, ESPb Univ Ramon Llull, ESP4 org
7730 t IEEE Transactions on Educationd : IEEE-INST ELECTRICAL ELECTRONICS ENGINEERS INCg 60:2, s. 149-156q 60:2<149-156x 0018-9359x 1557-9638
8564 8u https://urn.kb.se/resolve?urn=urn:nbn:se:bth-14359
8564 8u https://doi.org/10.1109/TE.2016.2608790

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