Electrical Engineering Program Research Articles

Pengembangan Trainer Internet of Things (IoT) Sebagai Media Pembelajaran Dengan Menggunakan NodeMCU ESP32CAM

This study examines the potential and implementation of feature development on the ESP32CAM as an Internet of Things (IoT)-based learning medium in the form of a trainer. This research addresses the gap in the use of the NodeMCU ESP32CAM as IoT technology in educational media, which has not been widely utilized. The primary goal of this study is to analyze and explore the use of the ESP32CAM as a trainer to enhance IoT-based learning. The study employs an exploratory approach to investigate the use of the ESP32CAM, including an analysis of the application of the technology in a learning environment. Data were obtained through questionnaires distributed to experts and users/students, involving 45 students from the Electrical Engineering program at Trunojoyo University Madura. The results of the study indicate that the IoT trainer using the NodeMCU ESP32CAM is highly feasible, with an eligibility percentage of 91.08% from expert evaluations and 87.25% from user evaluations. It is hoped that the findings of this research can provide new insights into innovations in IoT use and serve as a foundational basis for further development in the related field.

Research Group Introduction: Abe Laboratory, Electrical and Electronics Engineering Program, Dept. of Monozukuri Engineering, Tokyo Metropolitan College of Industrial Technology

Research Group Introduction: Abe Laboratory, Electrical and Electronics Engineering Program, Dept. of Monozukuri Engineering, Tokyo Metropolitan College of Industrial Technology

Peningkatkan Pemahaman dan Minat Siswa SMKN 1 Kalinyamatan Jepara pada Internet of Things (IoT): Pelatihan dalam rangka Perayaan Dies Natalis Teknik Elektro UNISNU Jepara

In the context of community engagement, the Student Association of the Electrical Engineering Program (HMPSTE) at Nahdlatul Ulama Islamic University (UNISNU) Jepara conducted an Internet of Things (IoT) training as part of the celebration of the Dies Natalis of the Electrical Engineering Department at UNISNU. The main issue addressed was enhancing the understanding of students from SMKN 1 Kalinyamatan Jepara regarding the concepts and applications of IoT in daily life. The method employed involved a practical and interactive approach, with direct instruction by Ahmad Faidlon a lecturer in Electrical Engineering at UNISNU Jepara with expertise in IoT. The material was presented in an easily understandable language, providing fundamental knowledge about IoT, its principles, and examples of its implementation in various fields. Interactive strategies included Q&A sessions and direct discussions between students and the speaker. The results of the community engagement encompassed an improved understanding of IoT technology among students and a heightened interest in the field. Muhammad Wildan Aufal Addiyan, Chairman of HMPSTE UNISNU Jepara, expressed satisfaction with the success of the training, hoping it would motivate and provide new insights to students regarding the latest technological developments. A participant in the training also expressed gratitude, stating joy over the clarity and attractiveness of the material presented. Through this training, HMPSTE UNISNU Jepara contributed to the development of technological knowledge among students at SMKN 1 Kalinyamatan Jepara, creating a positive moment in the celebration of the Dies Natalis of the Electrical Engineering Department at UNISNU, and strengthening the bond between students and the community.

Problem-based learning for shifting and TVET Electrical Engineering lecturers’ practices: A scoping review

Problem-solving capacity is continuously gathering prominence in the Engineering education programmes of most institutions of higher learning. Embracing problem-based learning is necessary for Electrical Engineering lecturers in technical and vocational education and training (TVET) so as to shift from teacher-centred to student-centred teaching approaches which engage students in the learning process. Despite this, research on the use of problembased learning in TVET contexts by Electrical Engineering lecturers is limited. In this study, we conducted a scoping review to identify those key components which are necessary for the effective implementation of problem-based learning in a TVET Electrical Engineering programme. Our findings indicated that the problem, the facilitator and the students are the three components noted as essential constituents that are vital to the effective implementation of a problem-based learning strategy in TVET Electrical Engineering programmes. Our findings stress that, in addition to the three components, the type and nature of the problem, including the philosophy of the subject or the programme, need to be considered before inculcating problem-solving capabilities in TVET Electrical Engineering lecturers.

TEHNOLOŠKI NAPREDAK I KLIMATSKE PROMJENE – TEMA U OBRAZOVANJU INŽENJERA / TECHNOLOGICAL PROGRESS AND CLIMATE CHANGE – TOPIC IN ENGINEERING EDUCATION

At the beginning of the 21st century, environmental issues became leaders in all areas of human activity without competition. All other essential topics: health, food, energy, water, and air, are predominantly determined by environmental problems. Climate change is a result of excessive CO2 emissions due to the greenhouse effect, air pollution as a result of emissions of harmful substances by thermal power plants, chemical plants, heating boilers, individual furnaces, means of transport; pollution of drinking water, pollution and devastation of arable land, destruction of forests, pollution of rivers due to inadequate wastewater treatment, etc. are problems that require a radical change in man's attitude towards the environment, which leads to the need to reconsider and change the current way of doing business. The paper analyzes the impact of scientific achievements in electrical engineering on the accelerated industrial growth that has led to today's environmental problems. Industrial development is explored in phases (Industry 1.0, Industry 2.0, Industry 3.0, Industry 4.0) regarding the impact of radical changes in doing business. Since we are now in phase 4, the dominant topics are energy transition, energy efficiency, renewable energy sources, recycling, innovation, electric vehicles, networking, Internet of Things (IoT), artificial intelligence, and 5G. Although all the above topics are multidisciplinary, a significant share of electrical engineering is clear. Existing plans and programs in electrical engineering, whether based on the traditional model of education or in the process of innovation, are adapted to new technological trends. As a rule, little or no importance is attached to environmental issues. As one of the answers to the mentioned problem at the Faculty of Electrical Engineering, University of Sarajevo, a new course, “Sustainable Development” was included. The paper briefly describes the content of this course.

Curricular Experiences Leading to the ABET Accreditation in the Electrical and Electronics Engineering Programs

Accreditation processes not only recognize the high quality of curricular programs; they also guarantee their continuous self-improvement. This paper aims to socialize the curricular experiences in the Electrical and Electronics Engineering programs of Universidad Nacional de Colombia (Bogotá Campus) within the decade-long efforts to achieve international ABET accreditation in 2021. This work thoroughly describes the implementation of the CDIO curriculum design methodology and its subsequent transition towards a curricular assessment based on learning outcomes. The results of some qualitative studies regarding the perceptions of faculty and alumni are presented, as well as a detailed proposal of the skills to be developed in each year of the syllabus, establishing their level of implementation. Moreover, a detailed description is provided regarding the methodology adopted for measuring performance indices during four semesters and the main results of the assessment of each learning outcome. Finally, the main curricular challenges to be addressed over the following years within the Electrical and Electronics Engineering programs are described.

Calculation and appraisal of the course outcomes of the electronics course

The purpose of this research work was to assess and evaluate the course outcomes of the electronics course of the Bachelor of Science in Electrical and Electronic Engineering program incorporating higher-order thinking skills and complex engineering problem-solving skills among the students. This course is one of the essential course courses of BSc in EEE program of study and as such, its course outcomes are associated with three program outcomes. To compute and appraise the course outcomes of this course and hence its impact on the program outcomes, we used direct assessment data from various formative and summative assessment tests during a particular semester. For this purpose, an assessment plan was prepared and then test data were used to evaluate the outcome. Finally, statistical analysis is performed to check whether a particular student cohort of electronics courses could achieve this or not. All of the 46 participating students have attained the benchmark set before the start of the course. Finally, course survey results and a few recommendations are provided as a measure of the continuous quality improvement method. Keywords: Assessment; course outcome; electronics; evaluation; outcome-based education

Sharing Best Practices [President’s message

As I read the titles of the articles in this month’s <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">IEEE Industry Applications Magazine</i> , I am struck with the realization that the topics cover one of the areas of engineering where I think IEEE excels, and those of us who work in engineering education need to do more. Engineering schools at both the undergraduate and graduate levels are generally set up to teach similar topics. We cover fundamentals, the application of those ideas, analysis of systems under defined operating conditions, and design of new systems. In higher level electrical power engineering programs, we teach principles of protection, and, in some research groups, there is excellent work on fault detection. However, the articles in this issue of the magazine are clearly focused on the applied practice of engineering: best practices learned beyond technical requirements, determining when equipment is aged to the point when replacement is necessary, the causes and effects of undesired parasitic effects, and outage prevention as opposed to remedial action after a fault.

LEGAL PERCEPTION OF THE QUALITY OF VIRTUAL PHYSICS CLASSES IN STUDENTS OF THE TECHNICAL UNIVERSITY OF MANABÍ -ECUADOR

The objective of this study was to determine the opinions of students in the Food Engineering, Mechanical Engineering, Industrial Engineering, Electrical Engineering, and Chemical Engineering programs at the Technical University of Manabí on the virtual teaching of Physics that took place during the 2020-2022 period due to the COVID-19 pandemic. To accomplish this, a questionnaire consisting of 14 closed questions and two open questions was completed by 197 students. The results revealed that the majority of students had a negative view of the distance teaching of Physics, particularly regarding problems related to the home environment, connectivity issues, lack of communication between teachers and students, reduced concentration, and a decrease in experimental activities. However, several students also identified positive elements of distance education, particularly related to the teaching of Physics on general topics. These positive elements included increased use of audiovisual material, which contributed to understanding of Physics concepts and processes, and could be adopted more broadly in Physics education, not only in distance learning.

Work Willingness of VHS Students at Post-Industrial Placement

This research aims to determine work willingness after industrial placement of XII-grade students in the study program of electrical power installation engineering (TITL) at VHS 5 Padang. The method uses a quantitative descriptive approach using the similarity of the terms cognitive, affective, and psychomotor. The results of this research indicate the work will of 31 students is likely to be more interested in entering higher education or entrepreneurship. The Data shows that students` work willingness is in the excellent category with a percentage of 55%. It means that 45% of students graduating from 2021-2022 are not ready to work.

Engineering Learning Outcomes: The Possible Balance between the Passion and the Profession

What is an engineering student expected to learn to become a competent engineer? Which is most desirable in higher education: hard skills or soft skills? Are there differences between master’s and bachelor’s learning outcomes, or between public or private schools? Previous works point out the relevance of hard rather than soft skills in engineering higher education. The implementation of learning outcomes (LOs) in higher-education curricula has been a common challenge for European educational institutions. Despite the efforts undertaken since the Bologna Declaration, the effective implementation of the learning outcomes paradigm is still in process. This research intends to analyse the LOs proposed in the scope of graduate and postgraduate electrical or computer electrical or computer engineering programs submitted to the Agency for Assessment and Accreditation of Higher Education (A3ES) in Portugal since 2004. Conducting a qualitative analysis, data documents were coded according to the Nusche typology of LOs. The results suggest that cognitive skills are a core dimension in electrical or computer engineering LOs. References to non-cognitive LOs are not representative. Different institution sectors (private vs. public), systems (universities vs. polytechnics), and study cycles (first vs. second vs. integrated master) highlight distinct cognitive and non-cognitive categories in their definition of LOs. The results are discussed in terms of a changing or a recycling paradigm in higher-education practices.

Exploring the English-Medium Instructional Model for Electrical Engineering Programs Targeted at “Belt and Road” International Students in China

With the continuous advancement of the "Belt and Road" initiative, the number of international students in China has been increasing year by year. To meet the growing learning needs, it is of significant importance to explore and summarize the fully English-medium instructional model tailored to "Belt and Road" international students. This study focuses on the English-medium course teaching model for the Electrical Engineering and Automation major. Through reforms such as curriculum restructuring, the establishment of a team of English-medium instructors, and the extension of practical courses through university-industry collaborations, certain teaching achievements have been made. These measures have not only enhanced the learning outcomes of international students but also provided valuable experiences for the internationalization development of universities.

Evaluation of Mathematical Competencies among Electrical Engineering Students

In universities, engineering students are often seen as a group of students with high level of intelligence. The engineering programme seeks applications from students with a strong command in Mathematics and Science. Therefore, it is believed that Mathematical Competencies (MC) are the element that plays a vital role in engineering education since there are plenty of applications of mathematical knowledge in engineering courses. This paper discusses mathematical competencies further, with emphasis on those demonstrated by the engineering students. MC consist of eight components: Thinking mathematically, posing and solving a mathematical problem, modelling mathematically, reasoning mathematically, representing mathematically, handling mathematical symbols and formalisms, communicating in, with, and about mathematics and using aids and tools. Unfortunately, many engineering students did not meet the required level as they did not perform well in the engineering course, whereby in this study, the focus was on the Electromagnetic Field Theory (EMT) course. EMT was chosen because the course contains high mathematical component. A qualitative method of ethnographic research design was selected as a mean to collect data, which was then analysed using thematic analysis. A set of EMT questions was developed for 17 participants from an electrical engineering programme. From the written work, it can be said that the participants demonstrated their MC based on their answers. It can be concluded that most of the participants with higher marks were able to demonstrate almost all of the MC components.

Enhancing Attainment of Learning Outcomes Through Active Learning

This paper presents an experimental study conducted on employing Active Learning strategies towards enhancing the attainment of learning outcomes of a course "Linear Control Systems" in the undergraduate (UG) Electrical and Electronics Engineering (EEE) programme. The existing UG programme curriculum is retrofitted into outcome-based curriculum. The Programme Outcomes (POs) for this programme are derived from the Graduate Attributes of Washington Accord (WA). In order to meet the POs, Course Learning Outcomes (CLOs) are written predominantly in the Cognitive (Revised Bloom's taxonomy) and Psychomotor (Dave's taxonomy) domains for lecture-based courses and laboratory courses, respectively and very few are written in Affective (Bloom's taxonomy) domain. In this paper, four CLOs (i) Discuss the various classification of control systems (K2), (ii) Define the time and frequency response of the system (K2), (iii) Derive the overall transfer function of the given Block diagram of a system (K3) and (iv) Derive the overall transfer function of a Signal Flow Graph (SFG) of a system (K3) are considered to measure the effectiveness of active learning methods in attaining the outcome. Active learning methods such as Jigsaw, Think-pair-share and Peer instruction, and traditional lecture-based methods were employed. In addition, ClassComm software with student interactive devices was used to measure the students' learning in the classroom and subsequently the attainment of CLOs. This study compares the effectiveness of active learning methods with the traditional lecture-based instruction method in relation to the attainment of CLOs. The overall analysis results reveal that both instructors and students received the active learning methods very well, and they are very effective in enhancing the attainment of learning outcomes. However, instructors are of the view that the duration of the contact period should be at least two hours. Keywords— active learning, Bloom's taxonomy, concept map, control systems, learning outcomes

IoT Based Renewable Energy Practicum Kit Design to Support learning and research

In the era of the industrial revolution 4.0, various industries are required to implement internet of things technology, one of which is in the energy industry, so that internet of things technology becomes knowledge that must be mastered by electrical engineering program students. The implementation of internet of things technology in education is the development of a renewable energy practicum kit design to support the learning of renewable energy power plant practices in small-scale field laboratories. The internet of things-based practicum device will make it easier for students or researchers to observe and analyze any changes in data due to changes in weather parameters or changes in load. This practicum kit can be used for the practice and research of Renewable Solar Power plant and Wind Power plant. The observable data are data on the generated side and the usage side. The generated side is in the form of parameters of weather and climate conditions such as light intensity and wind speed, electrical parameters such as current, voltage, power and energy while the usage side is in the form of parameters such as current, voltage, power, energy, power factor and frequency. With the practicum kit with Internet of Things technology, it is hoped that students or a researcher can prove practical results with existing theories quickly and easily.

Complementary Training Program in Electrical Engineering and Computer Engineering Undergraduate Courses

Contribution: This work evaluates the role of the complementary training programs (CTPs) offered by the Center for Research and Development in Electronic and Information Technology (CETELI), from the Federal University of Amazonas, Brazil. This analysis highlights the relevant role of the CTP, carried out by CETELI, in supporting students in the engineering undergraduate course, thus reducing dropouts and improving retention of low-income students. Background: The great challenge of engineering courses and of all courses in the technological area is to keep in step with the job market and, thus, provide better conditions for entering trainees. Intended Outcomes: Based on the experience of this work, other electrical engineering courses should be encouraged to adopt partnerships with industries, offering the possibility for students to carry out project activities on topics of interest to industries and, especially in developing countries like Brazil, to associate this activity with the provision of scholarships. Application Design: The evaluation assesses the impact of the various CTP partnership projects (PPs) on the graduation rate (GR), on students’ academic performance, and on the average graduation time (GT). It also assesses how the CTP students entered the job market, measuring whether the CTP facilitated their entry. Findings: It was observed a difference in the GR between the students who participated in the CTP and students that did not participate in the CTP. For the computer engineering course, this rate was about five times higher. It was observed that more than half of the students who participated in the CTP entered the market and were hired almost immediately for work in their area of training.

Persistent mistakes in learning basic circuit analysis

Basic circuit analysis is a core course in most of the undergraduate engineering programs and is the prerequisite course for many other courses in the undergraduate electrical engineering program. Students enter into engineering schools with varying knowledge of the concepts of basic circuit analysis depending on whether they come from high school, CEGEP, or a technical college, etc. Many students from all engineering majors struggle to learn the concepts taught in these courses which creates challenges for both faculty members and students in courses when for which basic circuit analysis is a pre-requisite course. There is more research done in understanding the conceptual knowledge of physics of electricity and electric (and electronic) components and improving the instruction of basic circuit analysis concepts, but not enough work is done to understand the mistakes undergraduate electrical engineering students continue to make course after course. For this study, the authors look at the persistent problems in learning circuit analysis techniques by looking at students’ use of these techniques in three core courses in electrical engineering program namely electronics 1, electronics 2 and electromagnetic waves and guiding structures. Students’ responses to exam questions that specifically expected students to use these concepts are analyzed. The objective of the study was to analyze whether the understanding of the application of circuit analysis techniques get better as students continue to use these concepts in more courses and applications, or the problems persist. Results show that the students persistently make mistakes in applying KVL and KCL equations, nodal analysis, superposition theorem, voltage divider, and mesh analysis. Additionally, the results reveal that students persistently make mistakes in questions that involve the concepts of load and no load, open circuit, series components, parallel components, voltage drop across the current source, and voltage gain. It is noted that the mistakes made by students do not get much better as they continue taking more courses. The results of this study are important from many aspects. They are helpful to understand the continuing struggles of students and so are helpful to design pedagogy and assessment in a way that these concepts can be well explained. Thorough understanding of the concepts in a course that is as important as basic circuit analysis is important to achieve many engineering education goals including student retention, motivation, innovation, and inclusion.

Work-Integrated and Cooperative Learning Effects on Micro-Electronics Design Classes

Cooperative learning and work-integrated learning are the latest trends in information delivery at high schools and universities. In cooperative learning, teachers organize students' interactions and educate them to work in small groups to enhance each other's learning. Whereas, work-integrated learning, is a type of experiential learning that allows students to participate in real-world work during their studies. Both approaches help bridge the gap between theoretical knowledge gained from classrooms and professional market needs. Electrical engineering is a field that could highly benefit from such a scheme. Having to be continuously up-to-date with the latest advances in the field of micro-electronics is difficult. Consequently, Several challenges are imposed on faculty members and academics who teach micro-electronics circuit design courses in electrical engineering for senior undergraduate or graduate students. This paper presents a case study of the apparent benefits and effectiveness of cooperative learning and work-integrated learning in the Electronics II and VLSI classes offered at a university. Furthermore, it aids programs in electrical engineering to meet ABET students' outcome (4).

Quality Assessments on Different Mode of Teaching and Learning Delivery: Analysis of the Outcome-Based Education Activities in Communication Engineering Course

The Outcome-based Education (OBE) implementations in the higher learning institution have been significantly affected by the Covid-19 outbreak, but its progression from pandemic to endemic signals better health regulations and controls. This paper aims to examine the relationship between course Program Outcome (PO) attainment and students' perception of the basic communication engineering (ECM241) course. The utilized methods are PO measurement through assessments and final examination as well as a student’s satisfaction survey. The analysis is done for three different delivery modes: face-to-face, hybrid, and online delivery. Through the PO measurement, the results show that students mostly preferred the hybrid delivery mode due to the flexibility in its assessment and activities conducted, reduced facility usage, and time constraints for the course completion. The survey method also showed that most of the students are satisfied with the course content and all factors contributing to the course delivery. In conclusion, this subject is suitable to be conducted using the hybrid mode as compared to the conventional method. In the future, this research could be expanded by considering all subjects in the semester to access overall OBE achievement and students' satisfaction with the Electrical Engineering program.

Assessment of electronics course outcomes

Electronics as a course is one of the essential courses in the BSc EEE program and its outcomes are indicators of success. The main aim of this research work is to assess and evaluate the course outcomes of the electronics course of the Bachelor of Science in Electrical and Electronic Engineering program, incorporating higher-order thinking skills and complex engineering problem-solving skills among the students. To compute and appraise the course outcomes of this course and hence its impact on the program outcomes, we used direct assessment data from various formative and summative assessment tests during a particular semester. Finally, statistical analysis is performed to check whether a particular student cohort of electronics courses could achieve this or not. All of the participating students have attained the benchmark set before the start of the course. Finally, course survey results and a few recommendations are provided as a measure of the continuous quality improvement method.&#x0D; &#x0D; Keywords: Assessment; Electronics; Evaluation; OBE; CO.