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Virtual Lab In Engineering Curriculum

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Conference

2005 Annual Conference

Location

Portland, Oregon

Publication Date

June 12, 2005

Start Date

June 12, 2005

End Date

June 15, 2005

ISSN

2153-5965

Conference Session

New Trends in ECE Education

Page Count

9

Page Numbers

10.1451.1 - 10.1451.9

Permanent URL

https://peer.asee.org/15164

Download Count

22

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Paper Authors

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Ehsan Sheybani Virginia State University

author page

Giti Javidi VSU

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session XXXX

Virtual Lab in Engineering Curriculum

Giti javidi1, James White2, and Ehsan Sheybani1 1 Virginia State University, College of Engineering, Science, and Technology 2 University of South Florida, College of Education Phone: (804) 524-5722 Fax: (804) 524-6732 gjavidi@vsu.edu , jwhite@tempest.coedu.usf.edu , esheyban@vsu.edu

Abstract The World Wide Web (WWW) provides alternative means for delivery of the courses and services, providing learners with an extraordinary range of options. There are few, if any, studies that have attempted to evaluate the learning achieved through the use of simulated laboratories in virtual environments, perhaps because of the difficulties in designing tight experiments for such studies. The purpose of this study would be to investigate the effectiveness of simulated labs in engineering and present the results. Specifically, this study examines whether computer simulations are as effective as physical laboratory activities in teaching college-level electronics engineering students about the concepts of signal transmission, modulation and demodulation. Two sections of the same college course with a total of 80 subjects participated in this study. After receiving the same lecture at the same time, the subjects in each course were randomly split into two treatment groups. One group completed two laboratory experiments using the computerized simulation program, while the other completed the same two laboratory experiments using the traditional physical laboratory equipments. Upon the completion of the laboratory assignments, the performance instrument was individually administered to each student. The groups were compared on understanding the concepts, remembering the concepts, and displaying a positive attitude toward the treatment tools. Scores on a validated Concepts Test were collected once after the treatment and another time after three weeks of the study. The validated Attitude Survey and qualitative study was administered at the completion of the treatment.

Introduction Engineering education is under considerable pressure to include additional and novel material, to accommodate ABET 2000 criteria and to restructure content using new approaches and technologies. All of these are to be achieved within a nominal four-year format. Many engineering educators and administrators anticipate that new learning/teaching technologies can relieve some pressure without loss of learning or added costs. In addition, many colleges and universities are witnessing challenges associated with offering online academic opportunities to those who are unable to attend traditional classrooms [1]. Research indicates that at this time, three-quarters of two- and four-year colleges offer distance-learning opportunities. A third of these offer accredited degree programs online [2]. Soon most colleges across the country will be offering some of their courses online, and by the completion of 2004, a hundred million Americans are expected to take part in continuing education using some form of the new communication technology [2].

Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright 2005, American Society for Engineering Education

Sheybani, E., & Javidi, G. (2005, June), Virtual Lab In Engineering Curriculum Paper presented at 2005 Annual Conference, Portland, Oregon. https://peer.asee.org/15164

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