Analysing Studentsí Achievement in the Learning of Electronics Supported by ICT Resources
D. Valiente, L. PayŠ, S. Fernandez de Avila, J.C. Ferrer, O. Reinoso
Electronics  (February 2019)
Ed. MDPI  ISSN:2079-9292  DOI:http://doi.org/10.3390/electronics8030264  BIBTEX:@Article{electronics8030264, AUTHOR = {Valiente, David and PayŠ, Luis and FernŠndez de Ńvila, Susana and Ferrer, Juan C. and Reinoso, Oscar}, TITLE = {Analysing Studentsí Achievement in the Learning of Electronics Supported by ICT Resources}, JOURNAL = {Electronics}, VOLUME = {8}, YEAR = {2019}, NUMBER = {3}, ARTICLE-NUMBER = {264}, URL = {http://www.mdpi.com/2079-9292/8/3/264}, ISSN = {2079-9292}, ABSTRACT = {Over the past few decades, the incipient growth of technology applications sustained by electronics has contributed to the adaption of learning programs in many engineering degrees at university, fostering the presence of electronics subjects. This highlights the paramount importance of improving the teaching of electronics, especially in the first years of Bachelorís degrees in engineering. However, despite the fact that the teaching programs have been periodically renewed with more practical sessions, the studentsí outcomes are still noticeably low. So far, results only confirm improvements in the studentsí performance in the resolution of electronic circuits. Nonetheless, this is generally subject to the application of repetitive circuit resolution models, to the detriment of the real and active understanding of electronic principles. In this context, this study assesses the actual efficacy of different ICT (Information, Communication and Technology) resources, introduced into an electronics course, taught in an engineering Bachelorís degree, within the Spanish official university system. These resources have been sequentially introduced during five consecutive years. We have conducted a statistical analysis to infer whether all the resources are equally relevant for the achievement of the students or not. In addition, we have designed a survey to measure the perceived improvement in the understanding of concepts, acquired competences, and reported satisfaction and attitude towards the use of specific resources during the program. Amongst others, LMS (Learning Management System) support, online PBL (Problem-Based Learning) activities, and CSA (Circuit Simulation Applets) have been considered. Overall, the designed learning program has been intended to provide students with long-term references to enrich their resourcesí background regarding electronics.}, DOI = {10.3390/electronics8030264} }  - Vol. 8 (3), pp. 264

Resumen:

Over the past few decades, the incipient growth of technology applications sustained by electronics has contributed to the adaption of learning programs in many engineering degrees at university, fostering the presence of electronics subjects. This highlights the paramount importance of improving the teaching of electronics, especially in the first years of Bachelor’s degrees in engineering. However, despite the fact that the teaching programs have been periodically renewed with more practical sessions, the students’ outcomes are still noticeably low. So far, results only confirm improvements in the students’ performance in the resolution of electronic circuits. Nonetheless, this is generally subject to the application of repetitive circuit resolution models, to the detriment of the real and active understanding of electronic principles. In this context, this study assesses the actual efficacy of different ICT (Information, Communication and Technology) resources, introduced into an electronics course, taught in an engineering Bachelor’s degree, within the Spanish official university system. These resources have been sequentially introduced during five consecutive years. We have conducted a statistical analysis to infer whether all the resources are equally relevant for the achievement of the students or not. In addition, we have designed a survey to measure the perceived improvement in the understanding of concepts, acquired competences, and reported satisfaction and attitude towards the use of specific resources during the program. Amongst others, LMS (Learning Management System) support, online PBL (Problem-Based Learning) activities, and CSA (Circuit Simulation Applets) have been considered. Overall, the designed learning program has been intended to provide students with long-term references to enrich their resources’ background regarding electronics.