Analog Electronics Course Research Articles

Inovasi Media Pembelajaran Berbasis Problem Based Learning pada Bidang Elektronika Analog Digital

This study aims to produce innovations in the form of interactive, valid and practical learning media, and can support the Problem Based Learning (PBL) method in Analog and Digital Electronics courses. The research method used is the Pre-Experimental method with One Shot Case Study design. The subject of this research is Analog and Digital Electronics course. This learning media innovation was applied to several students of the Electrical Engineering Department, Faculty of Engineering, Universitas Negeri Padang, in 2021 who were taking Analog and Digital Electronics courses. Before being shown to respondents, the learning media is tested for validity/feasibility by media expert lecturers. In view of the feasibility test that has been done, this learning media gets a value of ninety three percent, both with regards to appearance and content of the material. Thus, the media can be declared valid/valid so that the research can be continued in obtaining the value of the practicality of the media from the respondents who have been given treatment. The practicality test which was filled out by eight students, obtained an average data of ninety two percent in the very practical category. Data on the feasibility and practicality of the media were obtained using a validated questionnaire of zero point ninety eight by instrument expert lecturers. So, it tends to be inferred that the learning media in the Analog and Digital Electronics course is valid and practical to use in the Analog and Digital Electronics learning process.

The Effectiveness of Problem Based Learning Method on Students’ Achievement in An Analog Electronics Course at Palestine Polytechnic University

This study, undertaken at the Palestine Polytechnic University in Palestine, describes how problem-based learning (PBL) affects the Students’ Achievement in ‘analog electronics course’. Problems were designed to match real-life situations. Data of the experimental group learning outcome effects, were compared.. It was found that students who followed the PBL method learned to do research, learned better how to work in groups and developed greater confidence. Also what they learned was more of a practical value and they had more positive attitudes and reflected more. This research is in response to the real need to address gaps between employer expectations and higher education outcomes in Palestine.
 In this study, an experimental group of (16) students was examined after studying a course using PBL approach. The students’ achievement was examined before and after the experiment. The research results proved that there is a significant increase in gain in achievement. The PBL has achieved efficiency greater than (80%) in achievement. Also, the PBL has achieved efficiency greater than (1.2) measured with respect to Black’s Gain Ratio in achievement. Also, PBL has achieved efficiency greater than (0.6) measured with respect to McGugian’s Gain Ratio in achievement. The PBL has achieved larger effect size (more than 0.14) on achievement.

Project-based learning intervention on the learning outcome of the analog electronics class to the electronics engineering education students

The main problems of this research were low quality of the interactions in learning and low achievement of the learning outcomes, especially in the reinforcement of Analog Electronics course material. This research aimed at describing the quality of implementation of an interactive and effective class which was based on competency (Learning Outcome). The method of this research was a quasi-experimental design using post-test and post-test only control group design on 32 respondents. The research results on the project-based learning model intervention with random sampling groups using a cognitive test (remembering and using) showed that the interactions and the learning outcomes outperformed those of the direct learning model. In conclusion, in order to improve the interaction and achievement of cognitive learning outcomes of the students in class, the project-based learning model intervention is better to implement by taking into account the steps or syntax of the project-based learning model consistently in the vocational learning.

Students’ understanding of fundamental AC signal concepts

The aim of this study was to determine students’ understanding of fundamental AC signal concepts, such as frequency, amplitude, and phase difference. The participants in the study were 179 students (44 female and 135 male) attending Izmir Vocational School who were enrolled in the Analog Electronics Course. The data of the study were collected by means of three open-ended questions and semi-structured interviews. In the questions, students were given a graph of an AC signal and asked to draw a signal with equal frequency but higher amplitude, a signal with equal amplitude but higher frequency, and a signal with a certain phase difference. The main aim of the interviews was to provide a deeper insight into the difficulties detected in the analysis of the questions. The data analysis showed that the students confused the concepts of frequency and amplitude and had difficulties in interpreting the signals that exhibited a phase difference.

Assessing the Impact of Reflective Activities in Digital and Analog Electronics Courses

Contribution: This paper demonstrates positive outcomes from reflection-on-action by engineering students, including meaningful insights on their performance, professional and academic practices, and design knowledge as well as promising preliminary exam results. Background: Literature from the engineering education community underlines the benefits of reflection-based upon theories, such as Experiential Learning Theory, and calls for additional use of reflection in engineering education and associated scholarly work. Intended Outcomes: The authors intended for students to obtain meaningful academic and professional insights with implications for their future performance and to perform better on subsequent related exams via reflection. Application Design: Post-quiz and post-design reflective exercises were implemented in two electrical and computer engineering courses, Microelectronic Circuits and Advanced Digital Design, to drive student analysis of differences between their designs or calculations and the “standard solution” using simulation software and question prompts. Reflection-on-action was chosen to enhance students’ post-activity understanding and insight, as ultimate learning requires reflection whereby students identify errors and strategies for improvement. Findings: Results demonstrated the value of reflection-on-action using post-activity comparisons and simulation. The students’ reflective content and interviews demonstrated substantial professional and academic insights from and appreciation for reflection. On the Microelectronics final exam, a medium effect was associated with the reflection, and for the Digital Design exam, the effect was small to medium. Differences in depth levels of the students’ reflections associated with the two types of problems (quiz questions versus design) were evident, suggesting problem type may impact depth.

Surfacing learner intuitions about electrical circuit design using an open-source virtual environment ‘chart-a-path’

Engaging and understanding student-thinking in electrical circuit design can be challenging. While the analysis of circuits is an important component of an Analog Electronics course, one of the primary areas of difficulty faced by students is that they do not have a clear understanding of the current flow. Attempts at mediating this gap are usually limited to the use of metaphors and (too) much is left to the learners’ imagination. This paper reports an intervention co-designed with a lecturer with regard to an undergraduate module on Analog Electronics. The intervention was an open-source immersive virtual environment designed to afford representations of learner intuitions in electrical circuit design with a view to helping their tutor have a better understanding of the roots of their misconceptions. The paper highlights some of the benefits and challenges of using immersive environments and the design and development process, as well as the collaborative learning that resulted.

Students’ Attitudes toward Problem Based Learning – Analog Electronic Course in the Electrical Engineering Programs in PPU Case Study

Students’ Attitudes toward Problem Based Learning – Analog Electronic Course in the Electrical Engineering Programs in PPU Case Study

One Design of an Online Game Based Teaching System Integrated with the Traditional Teaching Resources

Online resource sharing application is already comparatively common in colleges and universities, it assists in teacher teaching and students' self-learning exercises. But, because theory knowledge is difficult to display, tradition teaching resources aren’t suitable for the Analog Electronics course. This paper puts forward a design of the online game based teaching system which can be integrated into the traditional teaching resources.

Mixing Problem Based Learning And Conventional Teaching Methods In An Analog Electronics Course

This study, undertaken at the Walter Sisulu University of Technology (WSU) in South Africa, describes how problem-based learning (PBL) affects the first year ‘analog electronics course’, when PBL and the lecturing mode is compared. Problems were designed to match real-life situations. Data between the experimental group and the control group that related to attitudinal effect; the amount of reflection and learning outcome effects, were compared. A strong correlation was found between the students’ attitudes and project marks for those who used the problem-based learning method. It was found that students who followed the PBL method learned to do research, learned better how to work in groups and developed greater confidence. Also what they learned was more of a practical value and they had more positive attitudes and reflected more, but there were no significant improvements in their learning. This research is in response to the real need to address gaps between employer expectations and higher education outcomes in South Africa.

Construction of Analog Electronics Course Design a Study of Quality Control System

Curriculum design is the key to teaching practice in analog electronics design, the curriculum design of analog electronics technology is a follow-up course who after completing the analog electronics. Through the steps of the design, welding, commissioning, and eventually completed the course requirements of the physical works. The design of analog electronic courses can let students understand the design process of an electronic works which for the tops of design, drawing, welding, assembling, testing, etc. Greatly improve the students’ practical ability. On the other hand, by the application of theoretical knowledge, students can also greatly improve the theory and solve practical problems. The ability to learn lots of knowledge can not be learned from textbooks. But at the same time, in curriculum design, will also facing unexpected contradictions, these contradictions show the contradiction between the analog electronics course design and quality control. Therefore, in order to solve the problems in the design of analog electronics courses, improve the quality of students who have completed their work. The curriculum design of analog electronics technology must have a strong quality control system compatible with the curriculum design.

An Analog Electronics Mobile Course with a Competitive Learning Approach

In the last years several mobile learning courses have been experimented. The increasing popularity and additional features of mobile devices is one of the key reasons for mobile learning courses development. The superior portability and accessibility of those equipments makes them suitable for remote and interactive learning courses. In this context, this paper focuses on the implementation of a mobile learning framework for an analog electronics course. This course was designed as a complement to the classic analog electronics courses. This course consists of several interactive multimedia modules, at the end of which students have to answer several oriented questions. These give feedback about the learning process to the teacher, which receives SMS messages with the results. A specific module is responsible for storing and managing the answers in a server, where all the results from students are processed in a competitive learning based methodology application.

Robotics projects as an integration exercise in a sophomore-junior level analog electronics course

A robotics project involving the custom design and implementation of analog transducers into LEGO robots has been added to our sophomore-junior level analog electronics course. This project allows the integration of circuit components whose properties and applications are learned throughout the course into a final unified project, motivates students to exercise initiative and creativity, and demonstrates a current application of analog electronics. Feedback both from students and the campus community has been very positive.

Using contests to teach design to EE juniors

Most electrical engineering programs have a capstone design course, but lack a suitable design experience in the junior year. This makes the capstone course very difficult for students and compromises its pedagogical aims. A good design experience offers opportunities for learning to identify key operational concepts, to identify and remedy procedural and factual knowledge deficits, and to exercise judgment. The design problem should be open-ended, moderately difficult, and common to all groups. We use a design contest as a vehicle for teaching design in the junior-year analog electronics course, in lieu of conventional laboratories. Students design and build analog circuitry to autonomously control a small robotic vehicle. The contest culminates in a competitive tournament. Students' questionnaire responses indicate that the contest is a useful learning tool, increasing interest in electrical engineering and well worth the time spent. They indicate that contests are preferable to conventional labs for learning and understanding course material, for motivating them, and for providing an engineering experience.