Internet-based Laboratory Research Articles

Improving Non-English-Majored Graduatess Translation Skills: Combining a Know-Want-Learn Plus Model of Meta-Cognitive Translation Strategy Instruction and Internet-Based Language Laboratory Support

This paper reviewed a one-term experiment on integrating internet-based language laboratory (IBLL) in teaching translation skills with the know-want-learn (KWL) plus model to 132 first-year non-English-majored graduate students from Yangtze University as subjects. Subjects in this study consisted of 66 non-English-majored graduates in the control group (CG) and 66 non-English-majored graduates in the treatment group (TG). The results showed that 1) compared with a teacher-dominated approach for CG, the internet-based language laboratory with KWL plus model of meta-cognitive translation strategy instruction for TG did a better job in enhancing students’ translation skills; 2) there were significant differences between males in CG and TG, and females in CG and EG; 3) students in TG held the positive response for the combined translation teaching method.

Effects of a KWL Plus Model of Meta-Cognitive Translation Instruction and Internet-Based Language Laboratory on Non-English-Majored Undergraduates’ Translation Skills

This paper reviewed a one-term experiment on integrating internet-based language laboratory (IBLL) in teaching translation skills with the know-want-learn (KWL) plus model to 132 first-year non-English-majored undergraduate students from Yangtze University as subjects. Subjects in this study consisted of 66 non-English-majored undergraduates in the control group (CG) and 66 non-English-majored undergraduates in the treatment group (TG). The results showed that 1) compared with a teacher-dominated approach for CG, the internet-based language laboratory with KWL plus model of meta-cognitive translation strategy instruction for TG did a better job in enhancing students’ translation skills; 2) there were significant differences between males in CG and TG, and females in CG and EG; 3) students in TG held the positive response for the combined translation teaching method.

Effects of Content-Based Instruction to Non-English-Major Undergraduates English Teaching with Internet-Based Language Laboratory Support

With development of technology of computer and internet, it is a beneficial attempt to the reform of College English Teaching based on the subject content with Internet-Based Language Laboratory support for non-English-majored undergraduate students. Content-Based Instruction (CBI) has been defined as “the teaching of content information in the language being learned with little or no direct or explicit effort to teach the language itself separately from the content being taught”, which can make non-English-majored undergraduate students not only learn subject knowledge but also improve their foreign language (English) ability in learning content in Internet-Based Language Laboratory (IBLL). 90 non-English-majored undergraduate students in Yangtze University participated in this study for one-year experiment to investigate effects of CBI English teaching with IBLL support. Results in this study showed that: 1) Compared with the control group (CG), both CBI English teaching and CBI English teaching with IBLL support could improve the level of English learning motivation of non-English-majored undergraduate students in their English learning, and CBI English teaching with IBLL support is better in enhancing the level of English learning motivation; 2) compared with the control group (CG), both CBI English teaching and CBI English teaching with IBLL support could improve the level of English language applied ability of non-English-majored undergraduate students in their English learning, and CBI English teaching with IBLL support is better in enhancing the level of English language applied ability; 3) both CBI English teaching and CBI English teaching with IBLL support are limited for some non-English- majored undergraduate students with poor foreign language (English) basis.

Improving Reading Performance for Non-English-Majored Graduate Students: Combining a Know-Want-Learn Plus Model of Meta-Cognitive Reading Strategy Instruction and Internet-Based Language Laboratory Support

This paper reviewed a one-term experiment on integrating internet-based language laboratory (IBLL) in teaching reading with the know-want-learn (KWL) plus model to first-year non-English- majored graduate students from Yangtze University. Subjects in this study consisted of 41 non- English-majored graduate students in the control group (CG) and 41 non-English-majored graduate students in the experimental group (EG). The results showed that 1) compared with a teacher- dominated approach for CG, internet-based language laboratory with KWL plus model meta-cog- nitive reading strategy instruction for EG did a better job in enhancing students’ reading skills; 2) There were significant differences between males in CG and EG and females in CG and EG; 3) Students in EG held the positive response for the combined instruction.

Improving Non-English-Majored College Students’ Writing Skills: Combining a Know-Want-Learn Plus Model of Meta-Cognitive Writing Strategy Instruction and Internet-Based Language Laboratory Support

This paper reviewed a one-term experiment on integrating internet-based language laboratory (IBLL) in teaching writings kills with the know-want-learn (KWL) plus model to second-year non-English-majored college students from Yangtze University. Subjects in this study consisted of 92 non-English-majored college students in the control group (CG) and 91 non-English-majored college students in the experimental group (EG). The results showed that 1) compared with a teacher-dominated approach for CG, internet-based language laboratory with KWL plus model of meta-cognitive writing strategy instruction for EG did a better job in enhancing students’ writing skills; 2) there were significant differences between males in CG and EG, and females in CG and EG; 3) students in EG held the positive response for the combined instruction.

Integrating Internet-Based Language Laboratory in Teaching Intensive Reading at Non-English-Majored-Graduate Level

This paper reviewed a one-term experiment on integrating internet-based language laboratory (IBLL) in teaching intensive reading to first-year non-English-majored graduate students from Yangtze University. Subjects in this study consisted of 58 non-English-majored graduate students in the control group (CG) and 58 non-English-majored graduate students in the experimental group (EG). The results showed that 1) compared with a teacher-dominated approach for CG, internet-based language laboratory English instruction method for EG did a better job in enhancing students’ productive skills; 2) there were significant differences between males in CG and EG, and females in CG and EG.

A Web-Based Remote Laboratory Using SCADA Technology

This paper presents an internet-based remote laboratory for process control on double holding water tanks using supervisory control and data acquisition (SCADA) technology. A three layer distributed system supporting web application was proposed. Programmable logic controller, measurement instruments, display instruments and configuration software were used as the main hardware and software to develop the laboratory system. Remote operations by the engineering students show that the laboratory system is useful in helping the students understand the control theory through remote experiments.

Internet-based Robot-supported RF and Wireless Laboratory for Engineering Education

The rapid growth of modern Radio Frequency (RF) and wireless communication systems requires experienced professionals in the RF and wireless areas. In the curriculum of engineering education, university departments are introducing courses on high frequency telecommunication or radio communication related courses to equip students for the needs of industry. Effective learning in education can only be achieved by combining theoretical course with the corresponding laboratory. Distant access of robot-supported laboratories through the Internet is an important and new issue in distance education. This study is an application of new technologies for active learning methodologies, in order to increase both the self-learning and comprehension of the students. This study aims to find out requirements and needs to be fulfilled in developing a robot-supported remote-controlled RF and wireless laboratory. Development and implementation of a robot-operated internet-based RF and wireless laboratory is described in detail.

Data Handling Techniques in Online Semiconductor Technology CAD Laboratory

Modern semiconductor manufacturing is recognized as a specialized field in electrical engineering curricula. Teaching micro- and nanoelectronics in university environment is a challenging task and a new framework is needed. An integrated measurement-based microelectronics laboratory along with technology computer aided design (TCAD) simulation laboratory has been developed and is in use for imparting hands-on laboratory experience to the students. An internet-based laboratory management system for monitoring and control of a real-time measurement system interfaced via a dedicated local computer is discussed. TCAD process/device simulations generate a vast amount of data and handling of the data is a challenge for web-based applications. A simple architecture for implementation, visualization and analyses of the generated data from process/device simulations is reported.

NETLab: An Online Laboratory Management System

Online hardware-based educational laboratories are increasingly being deployed in traditional on-campus as well as Web-based distance-learning courses around the world. An online laboratory generally will consist of several hardware-based remote experiments. However, one particular experiment can be performed at a time by an individual student or a group of students which require a careful scheduling of the experiments. For the proper implementation of an online laboratory an efficient laboratory management system (LMS) is thus essential. Also for an online laboratory, the students need to fully understand the experimental system setup and feel comfortable as in an actual laboratory environment which, however, can be effectively done by adding suitable videos and animations etc. Besides, the students should be able to run the remote experiments, extract, save and analyze the data and submit laboratory reports online. The front end of the laboratory management system should be made browser-based so that one can use the laboratory facility from anywhere. Also, for the teachers, the laboratory management system should include an online evaluation for the quiz/viva-voce, checking experimental data, grading of submitted laboratory reports and feedback for the students. 
 In this paper, we describe the design and prototype implementation of an online laboratory management system (for use with shared hardware-based remote laboratory resources) which may be employed for running internet-based online laboratory courses for geographically dispersed Institutions.

Remote Laboratory for Experimentation With Multilevel Power Converters

This paper describes the hardware and software modules of a remote Internet-based laboratory for experimentation with a 120-kVA multilevel power converter. The key feature of this laboratory is the utilization of a multilevel converter that can be controlled and supervised remotely in a secured way. A wide variety of laboratory experiments are supported, from grid connection to AC motor control. Users can choose the control structure, the control parameters, and the kind of load and get the graphical results of the measurements, all in real time.

A WEB-BASED, DISTRIBUTED, REAL EDUCATIONAL LABORATORY FOR ELECTRICAL ENGINEERING COURSES

This paper presents an Internet-based laboratory, named as RemoteMonitored and Controlled Laboratory (RMCLab), aiming to providehigh-quality lab training in electrical engineering subjects to stu-dents all over the world.

A Novel E-Laboratory for Remote Monitoring and Control

An internet-based laboratory for control engineering education is designed and implemented in this paper. This e-laboratory has a physical setup which is constructed for the research of multi-protocol conversion. Configuration software WebAccess is utilized to build the Human-Machine Interface (HMI) and the web server. With this B/S (Browser/server) structure, users can monitor and manipulate the physical setup during and beyond the regular working hours from any web-enabled location. A distinctive feature of this e-laboratory is its flexibility. Firstly, three types of control loops are constructed for flexible implementation of various control algorithms that can be developed by the users. Secondly, some new functionalities can be added easily by reconfiguring the intelligent controller and upper-level computer software. Experiments under different networked environment indicated that such e-laboratory is suitable for the research of NCS (networked control system). This laboratory is primarily designed for control engineering education, though the architecture can easily be extended to many other areas.

An Integrated Educational Platform Implementing Real, Remote Lab-Experiments for Electrical Engineering Courses

This paper describes an Internet-based laboratory, named Remote Monitored and Controlled Laboratory (RMCLab) developed at University of Patras, Greece, for electrical engineering experiments. The key feature of this remote laboratory is the utilization of real experiments, in terms of instrumentation and under measurement circuits, rather than simulation or virtual reality environment. RMCLab’s hardware infrastructure contains multiple reconfigurable sub-systems (FPGAs), which can be enhanced by almost any analog expansion module. The main characteristics of this system include the versatility of the hardware resources, due to the dynamic reconfiguration potentiality and the low cost of the hardware components. Moreover, this system enables its users to test, in real time, their own custom circuit designs. The paper concludes with a specific example regarding an elementary circuit in digital electronics and a short statistical review of the RMCLab educational usage. RMCLab can be accessed via the web through http://www.apel. ee.upatras.gr/rmclab.

An Architecture for Online Laboratory E-Learning System

Internet-based learning systems, or e-learning, are widely available in institutes, universities, and industrial companies, hosting regular or continuous education programs. The dream of teaching and learning from anywhere and at anytime becomes a reality due to the construction of e-learning infrastructure. Traditional teaching materials and methods are shifting to the new paradigm. In higher education, laboratory work is playing an important role in the area of training students and helping students to absorb more knowledge. With the goal of bringing e-learning to the traditional laboratory experiment, in this article, we present an architecture for an online laboratory e-learning system to facilitate the design and deployment of lab-based courses for e-education. The article provides an overall view of the system design and implementation so the Internet-based laboratory can be easily integrated with the e-learning infrastructure.

INTERNET-BASED FACILITY FOR PHYSICAL LABORATORY EXPERIMENTS

An existing challenge for engineering educators is that of providing students with an adequate laboratory experience at a time and place convenient to the students along with maximizing the use of existing laboratory facilities. One potential solution is to create an Internet-based physical laboratory that enables students to conduct all necessary experiments at a time and place of their own choosing and to do so at their own pace. The paper describes the development of an Internet-based physical laboratory facility that will enable students to perform experiments involving real-life experiments over the Internet. A live video and audio will also be available to the user to monitor the physical motion involving an experiment. The uniqueness of the developed system is its cost effectiveness, modularity in design, web security, and evaluation facility. A provision has also been made to monitor the extent of utilization of this facility, which can be used to assess the usefulness of this facility along with student evaluation.

Integrating a Web-Based Laboratory into a Reusabilty-Oriented Framework

RELATED is a XML-based framework for the development, integration and reusing of Internet-based laboratories. In this approach, a XML definition file is used to connect a set of laboratory elements (servo motor, PID controller, experiments) and conduct the remote system access. A full example of integrating and reusing of a web-based laboratory and its remote on-line control is presented in this paper.

Undergraduate labs and computers: the case for PsychExps.

PsychExps (http:/(/)www.olemiss.edu/PsychExps) is an interactive on-line psychology laboratory designed to facilitate teaching and conducting research over the Internet. With the increased use of the Web among students and the development of technology enabling the deployment of experiments via the Internet, a laboratory such as PsychExps appears to offer numerous advantages over the solely classroom-based laboratory. As part of the development of PsychExps, a survey was conducted, to assess the utility of this novel approach to the traditional computer-based psychology laboratory classes. Responses generally indicate interest in and a need for cost-effective resources such as an Internet-based laboratory. In addition, PsychExps offers several advantages over the mostly pedagogical and demonstration-based psychology sites on the Internet.

Protein databases on the WWW.

As a followup to last month`s column on nucleic acid databases, we now turn our attention to the world of proteins. The resources we list in the accompanying table include databases where you can search for specific protein sequences, find two-dimensional protein gel data, or align protein structures. We also found sites where you can predict protein secondary structures or visualize proteins in three dimensions. Touring these sites is an excellent way to observe a new trend that we have observed over the last several months: Customized internet-based software tools are emerging to address highly specific laboratory needs. One of the most rapidly developing categories of these internet-based laboratory tools is the ability to view and rotate protein structures on your local computer. As little as a few months ago, this ability was reserved for those privileged researchers who had dedicated molecular modeling workstations. We look forward to reporting on more of these novel internet-based tools for the laboratory in the near future.