Quantifying and improving student engagement with Remotely Accessible Laboratory Project Hardware (RALPH)

Binesh Puthen Veettil; David Payne; Darren Bagnall; Ediz Cetin

doi:10.1109/TALE48869.2020.9368478

Quantifying and improving student engagement with Remotely Accessible Laboratory Project Hardware (RALPH)

Binesh Puthen Veettil^*, David Payne, Darren Bagnall, Ediz Cetin

^*Corresponding author for this work

School of Engineering

Research output: Chapter in Book/Report/Conference proceeding › Conference proceeding contribution › peer-review

1 Citation (Scopus)

Abstract

Remotely accessed hardware laboratories enable students to work on projects from any location and anytime while providing real-world responses. This paper reports on the outcomes of augmenting existing physical electronics labs of a third-year undergraduate electronics engineering course with innovative remote access ones on student engagement and learning experience. Student activity gathered in the form of time stamped mouse click data, combined with feedback survey results reveal valuable information regarding how, where and when students approach the remote lab and their level of engagement. Data show a large discrepancy between the actual and perceived time needed to complete the lab. The sparseness of activity through the lab reveal the commonly encountered problem of starting late and diffused work due to increased likelihood for distraction. Correlating the grades with the actual amount of work undertaken reveals the shortcoming of conventional labs in assessing student engagement when working in teams. Overall, the analysis of collected data and the received feedback reveal that the introduction of the remote lab had a beneficial effect on student learning.

Original language	English
Title of host publication	Proceedings of 2020 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE)
Editors	Hiroyuki Mitsuhara, Yoshiko Goda, Yutato Ohashi, Ma. Mercedes T. Rodrigo, Jun Shen, Neelakantam Venkatarayalu, Gary Wong, Masanori Yamada, Chi-Un Lei
Place of Publication	Piscataway, NJ
Publisher	Institute of Electrical and Electronics Engineers (IEEE)
Pages	714-718
Number of pages	5
ISBN (Electronic)	9781728169422
ISBN (Print)	9781728169439
DOIs	https://doi.org/10.1109/TALE48869.2020.9368478
Publication status	Published - 2020
Event	2020 IEEE International Conference on Teaching, Assessment, and Learning for Engineering, TALE 2020 - Virtual, Takamatsu, Japan Duration: 8 Dec 2020 → 11 Dec 2020

Publication series

Name
ISSN (Print)	2374-0191
ISSN (Electronic)	2470-6698

Conference

Conference	2020 IEEE International Conference on Teaching, Assessment, and Learning for Engineering, TALE 2020
Country/Territory	Japan
City	Virtual, Takamatsu
Period	8/12/20 → 11/12/20

Keywords

remote lab
electronics engineering
student engagement

Access to Document

10.1109/TALE48869.2020.9368478

Cite this

Veettil, B. P., Payne, D., Bagnall, D., & Cetin, E. (2020). Quantifying and improving student engagement with Remotely Accessible Laboratory Project Hardware (RALPH). In H. Mitsuhara, Y. Goda, Y. Ohashi, M. M. T. Rodrigo, J. Shen, N. Venkatarayalu, G. Wong, M. Yamada, & C-U. Lei (Eds.), Proceedings of 2020 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE) (pp. 714-718). Institute of Electrical and Electronics Engineers (IEEE). https://doi.org/10.1109/TALE48869.2020.9368478

Veettil, Binesh Puthen ; Payne, David ; Bagnall, Darren et al. / Quantifying and improving student engagement with Remotely Accessible Laboratory Project Hardware (RALPH). Proceedings of 2020 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE). editor / Hiroyuki Mitsuhara ; Yoshiko Goda ; Yutato Ohashi ; Ma. Mercedes T. Rodrigo ; Jun Shen ; Neelakantam Venkatarayalu ; Gary Wong ; Masanori Yamada ; Chi-Un Lei. Piscataway, NJ : Institute of Electrical and Electronics Engineers (IEEE), 2020. pp. 714-718

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abstract = "Remotely accessed hardware laboratories enable students to work on projects from any location and anytime while providing real-world responses. This paper reports on the outcomes of augmenting existing physical electronics labs of a third-year undergraduate electronics engineering course with innovative remote access ones on student engagement and learning experience. Student activity gathered in the form of time stamped mouse click data, combined with feedback survey results reveal valuable information regarding how, where and when students approach the remote lab and their level of engagement. Data show a large discrepancy between the actual and perceived time needed to complete the lab. The sparseness of activity through the lab reveal the commonly encountered problem of starting late and diffused work due to increased likelihood for distraction. Correlating the grades with the actual amount of work undertaken reveals the shortcoming of conventional labs in assessing student engagement when working in teams. Overall, the analysis of collected data and the received feedback reveal that the introduction of the remote lab had a beneficial effect on student learning.",

keywords = "remote lab, electronics engineering, student engagement",

author = "Veettil, {Binesh Puthen} and David Payne and Darren Bagnall and Ediz Cetin",

year = "2020",

doi = "10.1109/TALE48869.2020.9368478",

language = "English",

isbn = "9781728169439",

publisher = "Institute of Electrical and Electronics Engineers (IEEE)",

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booktitle = "Proceedings of 2020 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE)",

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Veettil, BP , Payne, D , Bagnall, D & Cetin, E 2020, Quantifying and improving student engagement with Remotely Accessible Laboratory Project Hardware (RALPH). in H Mitsuhara, Y Goda, Y Ohashi, MMT Rodrigo, J Shen, N Venkatarayalu, G Wong, M Yamada & C-U Lei (eds), Proceedings of 2020 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE). Institute of Electrical and Electronics Engineers (IEEE), Piscataway, NJ, pp. 714-718, 2020 IEEE International Conference on Teaching, Assessment, and Learning for Engineering, TALE 2020, Virtual, Takamatsu, Japan, 8/12/20. https://doi.org/10.1109/TALE48869.2020.9368478

Quantifying and improving student engagement with Remotely Accessible Laboratory Project Hardware (RALPH). / Veettil, Binesh Puthen ; Payne, David ; Bagnall, Darren et al.

Proceedings of 2020 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE). ed. / Hiroyuki Mitsuhara; Yoshiko Goda; Yutato Ohashi; Ma. Mercedes T. Rodrigo; Jun Shen; Neelakantam Venkatarayalu; Gary Wong; Masanori Yamada; Chi-Un Lei. Piscataway, NJ : Institute of Electrical and Electronics Engineers (IEEE), 2020. p. 714-718.

Research output: Chapter in Book/Report/Conference proceeding › Conference proceeding contribution › peer-review

TY - GEN

T1 - Quantifying and improving student engagement with Remotely Accessible Laboratory Project Hardware (RALPH)

AU - Veettil, Binesh Puthen

AU - Payne, David

AU - Bagnall, Darren

AU - Cetin, Ediz

PY - 2020

Y1 - 2020

N2 - Remotely accessed hardware laboratories enable students to work on projects from any location and anytime while providing real-world responses. This paper reports on the outcomes of augmenting existing physical electronics labs of a third-year undergraduate electronics engineering course with innovative remote access ones on student engagement and learning experience. Student activity gathered in the form of time stamped mouse click data, combined with feedback survey results reveal valuable information regarding how, where and when students approach the remote lab and their level of engagement. Data show a large discrepancy between the actual and perceived time needed to complete the lab. The sparseness of activity through the lab reveal the commonly encountered problem of starting late and diffused work due to increased likelihood for distraction. Correlating the grades with the actual amount of work undertaken reveals the shortcoming of conventional labs in assessing student engagement when working in teams. Overall, the analysis of collected data and the received feedback reveal that the introduction of the remote lab had a beneficial effect on student learning.

AB - Remotely accessed hardware laboratories enable students to work on projects from any location and anytime while providing real-world responses. This paper reports on the outcomes of augmenting existing physical electronics labs of a third-year undergraduate electronics engineering course with innovative remote access ones on student engagement and learning experience. Student activity gathered in the form of time stamped mouse click data, combined with feedback survey results reveal valuable information regarding how, where and when students approach the remote lab and their level of engagement. Data show a large discrepancy between the actual and perceived time needed to complete the lab. The sparseness of activity through the lab reveal the commonly encountered problem of starting late and diffused work due to increased likelihood for distraction. Correlating the grades with the actual amount of work undertaken reveals the shortcoming of conventional labs in assessing student engagement when working in teams. Overall, the analysis of collected data and the received feedback reveal that the introduction of the remote lab had a beneficial effect on student learning.

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BT - Proceedings of 2020 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE)

A2 - Mitsuhara, Hiroyuki

A2 - Goda, Yoshiko

A2 - Ohashi, Yutato

A2 - Rodrigo, Ma. Mercedes T.

A2 - Shen, Jun

A2 - Venkatarayalu, Neelakantam

A2 - Wong, Gary

A2 - Yamada, Masanori

A2 - Lei, Chi-Un

PB - Institute of Electrical and Electronics Engineers (IEEE)

CY - Piscataway, NJ

T2 - 2020 IEEE International Conference on Teaching, Assessment, and Learning for Engineering, TALE 2020

Y2 - 8 December 2020 through 11 December 2020

ER -

Veettil BP , Payne D , Bagnall D , Cetin E. Quantifying and improving student engagement with Remotely Accessible Laboratory Project Hardware (RALPH). In Mitsuhara H, Goda Y, Ohashi Y, Rodrigo MMT, Shen J, Venkatarayalu N, Wong G, Yamada M, Lei C-U, editors, Proceedings of 2020 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE). Piscataway, NJ: Institute of Electrical and Electronics Engineers (IEEE). 2020. p. 714-718 https://doi.org/10.1109/TALE48869.2020.9368478

Quantifying and improving student engagement with Remotely Accessible Laboratory Project Hardware (RALPH)

Abstract

Publication series

Conference

Keywords

Access to Document

Other files and links

Fingerprint

Improving Student Engagement with Anywhere and Any-time Laboratory Access

Cite this

Quantifying and improving student engagement with Remotely Accessible Laboratory Project Hardware (RALPH)

Abstract

Publication series

Conference

Keywords

Access to Document

Other files and links

Fingerprint

Projects

Improving Student Engagement with Anywhere and Any-time Laboratory Access

Cite this