Use of virtual resources for teaching electrical circuits in elemental courses of Engineering careers: A comparative study
This work reports the results of the research derived from the implementation, in the context of the COVID-19 pandemic, of a class room experience using virtual resources. Second-year engineering students from an Argentine public university, carried out diagnostic, laboratory and post-laboratory tas...
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| Autores principales: | , , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Asociación de Profesores de Física de la Argentina
2021
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revistaEF/article/view/35303 |
| Aporte de: |
| Sumario: | This work reports the results of the research derived from the implementation, in the context of the COVID-19 pandemic, of a class room experience using virtual resources. Second-year engineering students from an Argentine public university, carried out diagnostic, laboratory and post-laboratory tasks on DC electrical circuits. With a quasi-experimental methodology, the students of the course were divided into two groups randomly, and while the experimental group developed an experience with the VISIR remote laboratory, the control group carried it out with the FALSTAD virtual laboratory. The grades assigned to the tasks were statistically treated and allow reporting the comparisons between the performance of the students in each group, before and after performing the laboratory expe rience with virtual resources, and between groups after performing the remote laboratory or virtual laboratory. The results obtained show that there is no significant difference between the performance of the students in the two groups under study, and allow as sessing the laboratory experiences developed with virtual resources and their use in non-presence conditions, in terms of their poten tial to promote meaningful learning. |
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