Fecha
2024-12-02
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Derechos de acceso
info:eu-repo/semantics/openAccess
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University of Porto
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Resumen
Three modes dominate engineering labs – in-person, simulation and remote. Take-home laboratories have received comparatively little attention within engineering education. This article reports on qualitative data that was collected, via focus groups with eight staff from a single University, to evaluate the effectiveness of take-home laboratories. The laboratories consisted of a range of embedded development platforms along with a bespoke Home Electronics Laboratory Platform (HELP) that was designed to support the learning of analog and digital electronics in the early years of our programmes. The findings indicate that take-home laboratories can support the development of independent learners and enhance troubleshooting skills. Participants also identified that supporting students in their troubleshooting activity was particularly challenging in a remote environment. We make some suggestions for how take-home laboratories could be used to complement existing laboratory practices.
Descripción
The registered version of this article, first published in “Journal on Teaching Engineering 3(1):15-29, 2024", is available online at the publisher's website: Universidad nacional de Educación a Distancia, https://doi.org/10.24840/2183-6493_003-001_1884
Categorías UNESCO
Palabras clave
Engineering laboratories, take-home laboratories, focus-group, independent learning, troubleshooting
Citación
Tom O'Mahony, Michael Murray, Martin Hill, Raul Onet, Marius Neag, Luis de la Torre Cubillo and Dao Zhou, A Take Home Laboratory to Support Teaching Electronics: Instructors Perspectives and Technical Revisions, Journal on Teaching Engineering 3(1):15-29, 2024, https://doi.org/10.24840/2183-6493_003-001_1884
Centro
Facultades y escuelas::E.T.S. de Ingeniería Informática
Departamento
INFORMÁTICA Y AUTOMÁTICA