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Analysing Students’ Achievement in the Learning of Electronics Supported by ICT Resources

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Systems Engineering and Automation Department, Miguel Hernández University, 03202 Elche (Alicante), Spain
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Communications Engineering Department, Miguel Hernández University, 03202 Elche (Alicante), Spain
*
Author to whom correspondence should be addressed.
These authors contributed equally to this work.
Electronics 2019, 8(3), 264; https://doi.org/10.3390/electronics8030264
Received: 23 January 2019 / Revised: 22 February 2019 / Accepted: 23 February 2019 / Published: 28 February 2019
(This article belongs to the Section Computer Science & Engineering)
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. View Full-Text
Keywords: electronics; electronic circuits; simulation; ICT learning electronics; electronic circuits; simulation; ICT learning
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MDPI and ACS Style

Valiente, D.; Payá, L.; Fernández de Ávila, S.; Ferrer, J.C.; Reinoso, O. Analysing Students’ Achievement in the Learning of Electronics Supported by ICT Resources. Electronics 2019, 8, 264.

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