scholarly journals A Hybrid Flipped Classroom Approach to Teaching a Power Electronics Course to Electrical Engineering Students

2015 ◽  
Author(s):  
Hayrettin Karayaka ◽  
Robert Adams
Keyword(s):  
Power Electronics ◽  
Flipped Classroom ◽  
Engineering Students ◽  
Electrical Engineering ◽  
Approach To Teaching

scholarly journals Power Electronics Education A Contemporary Teaching Appproach

2019 ◽  
Vol 6 ◽  
pp. 79-106
Author(s):  
José Roberto Quezada Peña ◽  
Brenda Irla Cardoso Feitosa ◽  
Jefferson William Oliveira
Keyword(s):  
Power Electronics ◽  
Information And Communication Technologies ◽  
Engineering Students ◽  
Electrical Engineering ◽  
Technological Knowledge ◽  
Practical Training ◽  
Digital Information ◽  
Logic Device ◽  
Hands On ◽  
Labview Fpga

Currently, there is a growing demand for methodologies that best qualify engineering students at universities. These methodologies require a substantial change in Engineering Teaching programs improving or even changing the traditional ways of imparting knowledge to students. In Power Electronics (PE) study the factors that make learning difficult for Electrical Engineering students, in order for them to achieve full understanding of the subjects addressed in a first discipline in this area, are the academic maturity required coupled with their multidisciplinary nature. The problem is aggravated in practical activities, which demand the availability of a laboratory infrastructure with specific characteristics not always available. An alternative for the study of PE, with a more contemporary focus, is to introduce, through a new Instructional Design (ID) Project, not only the incorporation of more Hands-On activities that approach truly meaningful (authentic) contents. But also, new methodologies and technologies to support educational objectives that make full use of Digital Information and Communication Technologies (DICTs).This work proposes to develop and carry out a methodological design of a blended teaching for a power-electronics-based practical training program (PEBPTP) for students of the Electrical Engineering Course of the Federal University of Maranhão in Brazil. The proposed program is mainly based on the use of a digital controller (unified) based on FPGA, developed and realized specifically for control and power inverters study. From controller´s VHDL Code already realized, a Reuse Logic Block is generated (Intellectual Property Core (IP Core)), for use within the LabVIEW FPGA Hardware Description Environment. A Graphical Interface (GUI), more intuitive, and developed from the LabVIEW environment, will support the realization of the PEBPTP, for parameterizing the Controller, and show relevant figures of merit of the performance of the converter being study. The active methodologies, converging with the diverse possibilities of resources of the DICTs, implanted in the classroom, with the adequate contextualization of the specific resources of each area, contribute increasingly to the student being protagonist of their own knowledge construction. Finally is proposed, and in full adherence to a novel trend, that both the PEBPTP and the unified controller previously developed in FPGA are embedded in what is being named Lab-on-a-Chip (LoC). This embedded structure will allow access to the laboratory hands-on program via a web service that uses a fully programmable logic device (PLD) that incorporates an integrated structure known as System-on-a-Chip (SoC). The above proposals and experiences involve the mastery not only of curricular and technological knowledge, inherent to the training of an engineer, but of mainly, the pedagogical technological knowledge and correct use of DICTs. At this point, in particular, is founded our contribution within the context of Engineering Teaching, to advance in the improvement or perhaps in the modification of the "classroom" of engineering courses, which today go beyond the physical space of the university.

scholarly journals THE DEVELOPMENT OF POWER ELECTRONICS TRAINING KITS FOR ELECTRICAL ENGINEERING STUDENTS: A VALIDITY TEST ANALYSIS

2020 ◽  
Vol 3 (2) ◽  
pp. 114-120
Author(s):  
Citra Dewi ◽  
Doni Tri Putra Yanto ◽  
Hastuti Hastuti
Keyword(s):  
Power Electronics ◽  
Learning Process ◽  
Engineering Students ◽  
Electrical Engineering ◽  
Laboratory Equipment ◽  
Test Analysis ◽  
Validity Test ◽  
A Value ◽  
Validated Questionnaire ◽  
Design Media

This study discusses one of the stages of the research in the development of the Power Electronics Training Kits in the learning process of the Power Electronics Practicum for Electrical Engineering students, namely the validity test analysis. The validity of the Power Electronics Training Kits is divided into three aspects, namely design, media/laboratory equipment, and materials aspects. Each of these aspects was validated each by two validators who had expertise in these aspects. The instrument used in testing this validity was a validated questionnaire that had gone through the previous instrument validation process. The analysis was carried out using Aikens V Analysis. Validity analysis results are interpreted with the product development validity interpretation table by Aiken's to obtain the validity category. The results showed the Training Kits is valid in all aspects both aspects of design, media/laboratory equipment, and materials. The design aspect gained a value of V = 0.89 with a valid category, the media/laboratory equipment aspect gained a value of V = 0.88 which means valid, and the material aspect gained a value of V = 0.94 with a valid category. Thus, it can be concluded that the Power Electronics Training Kits developed for the learning process of the Power Electronics Practicum for Electrical Engineering students is valid in the aspects of design, media/laboratory equipment, and materials.

Power Electronics in an Undergraduate Curriculum

1975 ◽  
Vol 12 (4) ◽  
pp. 303-308 ◽  
Author(s):  
W. Oghanna
Keyword(s):  
Solid State ◽  
Power Electronics ◽  
Electrical Engineering ◽  
State Power ◽  
Undergraduate Curriculum ◽  
Engineering Curriculum ◽  
Contact Hours

This paper establishes the need for a course in Solid-State Power Electronics in the undergraduate electrical engineering curriculum. The appropriate level and duration of a suitable course are discussed and contact hours are recommended from experience with an existing course. A suggested course outline is provided.

scholarly journals Inverted Classroom by Topic - A Study in Mathematics for Electrical Engineering Students

2014 ◽  
Vol 4 (3) ◽  
pp. 11 ◽  
Author(s):  
Isabel Braun ◽  
Stefan Ritter ◽  
Mikko Vasko
Keyword(s):  
Prior Knowledge ◽  
Positive Feedback ◽  
Engineering Students ◽  
Electrical Engineering ◽  
Exam Performance ◽  
Teaching Model ◽  
Inverted Classroom ◽  
Video Lectures ◽  
Classroom Time ◽  
Mathematics Course

The inverted classroom is a teaching model, where the students prepare for classroom by watching video lectures. The classroom time is then dedicated to individual practice. We evaluated a mathematics course for electrical engineering students throughout three semesters, where 20% of the topics were taught using the inverted classroom model. The aim was to find out whether the model can help to better address groups with large differences in prior knowledge in mathematics. We report mainly positive feedback from the students, although the opinions vary greatly between the groups. The students appreciate the increased amount of practice in the classroom as well as the possibility to learn at their own pace. Exam performance remained constant in the topics taught using the inverted classroom compared to previous semesters. The exam performance of weaker students also remained constant.

scholarly journals Engineering Education through a Flipped Classroom Model

2018 ◽  
Author(s):  
David Wang ◽  
Adam Gomes
Keyword(s):  
Best Practices ◽  
Student Performance ◽  
Flipped Classroom ◽  
Core Curriculum ◽  
Engineering Students ◽  
Capstone Project ◽  
Variable Control ◽  
Flipped Classrooms ◽  
Comparison Of The Results ◽  
And Control

Abstract – A flipped classroom model is used to teach a 4th year multi-variable control systems course. This course is a technical elective and is not in the core curriculum. The capstone project is to model and control a nonlinear robot in simulation. The students are interdisciplinary Engineering students (Mechanical, Mechatronics, Computer and Electrical). Building upon accepted best practices for flipped classrooms, several additional enhancements are applied and evaluated. The results of student surveys as well as a comparison of the results of student performance in the capstone project between traditional and flipped lecturing techniques are presented. It is believed that the enhancements that were implemented can aid in future flipped classroom initiatives.  

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