Using PBL to Improve Educational Outcomes and Student Satisfaction in the Teaching of DC/DC and DC/AC Converters
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| Title: | Using PBL to Improve Educational Outcomes and Student Satisfaction in the Teaching of DC/DC and DC/AC Converters |
|---|---|
| Language: | English |
| Authors: | Martinez-Rodrigo, Fernando (ORCID |
| Source: | IEEE Transactions on Education. Aug 2017 60(3):229-237. |
| Availability: | Institute of Electrical and Electronics Engineers, Inc. 445 Hoes Lane, Piscataway, NJ 08854. Tel: 732-981-0060; Web site: http://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=13 |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2017 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education |
| Descriptors: | Active Learning, Student Projects, Outcomes of Education, Student Satisfaction, Electronics, Engineering Education, Cooperative Learning, Student Surveys, Academic Achievement, Statistical Analysis, Qualitative Research, Foreign Countries, College Students |
| Geographic Terms: | Spain |
| DOI: | 10.1109/TE.2016.2643623 |
| ISSN: | 0018-9359 |
| Abstract: | This paper examines the question of how to use project-based learning to increase student performance and satisfaction in a power electronics course addressing the topics of dc/dc and dc/ac converters, the assembly of a dc/dc converter, and the use of a commercial speed drive. A detailed presentation of the methodology is shown, and the results are analyzed by comparison to previous academic years and by satisfaction surveys. The new course design applies the jigsaw cooperative learning strategy to have students learn the theory of converters, solve problems, and perform simulations, before carrying out projects that solve real-world problems, such as the power converter for a competition solar vehicle (2014/15 course) and power converters for an air conditioner with inverter technology (2015/16 course). Rubrics were used to evaluate the students' work reports and the simulations. The project deliverables are presented and assessed in two design reviews, the first version covering the design and an open loop simulation, and the second covering the closed loop simulation and verification of specifications. |
| Abstractor: | As Provided |
| Number of References: | 32 |
| Entry Date: | 2017 |
| Accession Number: | EJ1151339 |
| Database: | ERIC |
| Abstract: | This paper examines the question of how to use project-based learning to increase student performance and satisfaction in a power electronics course addressing the topics of dc/dc and dc/ac converters, the assembly of a dc/dc converter, and the use of a commercial speed drive. A detailed presentation of the methodology is shown, and the results are analyzed by comparison to previous academic years and by satisfaction surveys. The new course design applies the jigsaw cooperative learning strategy to have students learn the theory of converters, solve problems, and perform simulations, before carrying out projects that solve real-world problems, such as the power converter for a competition solar vehicle (2014/15 course) and power converters for an air conditioner with inverter technology (2015/16 course). Rubrics were used to evaluate the students' work reports and the simulations. The project deliverables are presented and assessed in two design reviews, the first version covering the design and an open loop simulation, and the second covering the closed loop simulation and verification of specifications. |
|---|---|
| ISSN: | 0018-9359 |
| DOI: | 10.1109/TE.2016.2643623 |
