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Web Based Real Electronics Laboratories

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2005 Annual Conference


Portland, Oregon

Publication Date

June 12, 2005

Start Date

June 12, 2005

End Date

June 15, 2005



Conference Session

Web-Based & Distance Instruction

Page Count


Page Numbers

10.1461.1 - 10.1461.12



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Paper Authors

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Yolanda Guran-Postlethwaite

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David N. Pocock

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David Dutton

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

Web-Based Real Electronics Laboratories

Yolanda Guran-Postlethwaite, David N. Pocock, and David Dutton

Electronics Engineering Technology Oregon Institute of Technology

I. Introduction and Background

In recent years, numerous institutions of higher education in the United States and abroad have started to offer Web-based courses and complete degree programs on the Internet. In this context, the Internet continues to demonstrate its versatility and effectiveness as a tool for curriculum delivery. As stated by Plaisent, institutions of higher education will increasingly rely on various forms of web-based delivery in order to survive in the 21st century. This is due, in part, to the fact that there has been substantial research dealing with distance education, and the findings prove conclusively that distance learning is as good as traditional education. Numerous published assessment studies comparing web- based vs. classroom-based instruction have concluded that e-learning courses compare favorably with classroom-based instruction and enjoy high student satisfaction 1.

Despite the widespread use of the Internet as a conduit for content-based curriculum delivery, the availability of engineering laboratory courses remains moderate, and effective distance delivery of engineering laboratory courses remains a challenging problem to be solved 2. Currently, there are very few engineering laboratory courses being offered online 2-12.

In the specific discipline of electrical and electronics engineering, one approach for delivering electronics laboratories on the Internet has been to use simulation software with virtual instruments such as MultiSim to conduct the experiments. Hall conducted several assessment studies comparing students who performed the labs using Electronics Workbench vs. students who completed the lab course in the hardware lab and found that there were no statistical or practical differences between the two groups 2. Campbell conducted a similar study 3. The results of his study showed that students who completed the courses using labs based on simulation software performed as well as those who completed the physical labs on a final test conducted on the physical lab. Specifically, he found no statistical significant difference between the groups in the time required to complete a physical lab at the conclusion of the course. The simulation software approach is especially well suited for working professionals such as engineering technicians who are completing an engineering degree. These professionals are often already well trained using electronics test equipment such as oscilloscopes, function generators, power supplies and digital multimeters, and don’t need further instruction using these devices.

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

Guran-Postlethwaite, Y., & Pocock, D. N., & Dutton, D. (2005, June), Web Based Real Electronics Laboratories Paper presented at 2005 Annual Conference, Portland, Oregon. 10.18260/1-2--15536

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