Arthur James Swart

Distance Learning Engineering Students Languish Under Project-Based Learning, But Thrive in Case Studies and Practical Workshops

The International Engineering Alliance lists 12 important graduate attributes that students must demonstrate during their higher educational career. One of these important graduate attributes is the ability to solve problems, which can be demonstrated by the use of project-based learning, case studies, and practical workshops. The purpose of this paper is to highlight student academic results of practical work done in an electrical engineering qualification that feature these three pedagogies. These three pedagogies are used in an open-distance learning environment to assess engineering students in an electrical engineering qualification involving three separate electronic communication modules. A time-lag study using a nonexperimental descriptive design is employed. Results show that the most frequent student grade for practical workshop assignments was 80%, while the most frequent student grade for case study assignments was 70%. However, the most frequent student grade for project-based learning assignments was 50%. The results show that distance learning engineering students languish under project-based learning, while they thrive in case studies and practical workshops. Possible reasons are given for this, based on the challenges faced by students engaging with these three pedagogies.

Arduino — Enabling engineering students to obtain academic success in a design-based module

A key graduate attribute for engineering students is the design and development of solutions for real-life problems. Enabling students to grasp engineering design principles often proves challenging, especially within the African context. The purpose of this paper is to highlight how the introduction of the Arduino microprocessor into a design-based module for undergraduate students has yielded outstanding results in this regard. Up until the end of 2014, students could choose their own microprocessor platform for designing electronic circuits required for specific applications. However, this led to several challenges, including the unavailability of components and the high costs of the microprocessors. Introducing the Arduino microprocessor as the preferred option in 2015 overcame many of these challenges, while at the same time leading to an improvement in the academic achievement of the registered students. A case study was used in this research along with descriptive statistics of the collected data. This data highlights that more than 90% of the students successfully completed this design-based module, while 70% felt that it really helped them to better understand the theoretical knowledge. This microprocessor has been recommended for future use in additional modules as it yielded positive results in 2015.

Engaging African engineering students with problem-based learning by using the disassembly–assembly technique

Problem-based learning identifies problems in ways that are conducive to student learning and emphasizes problem-solving, critical thinking and collaborative skills. These three aspects are core to disassembly–assembly techniques used in higher education where students are required to engage with visual, auditory and kinesthetic learning within a laboratory environment. The purpose of this article is to describe a disassembly–assembly technique used in a compulsory engineering module and identify how many African engineering students can successfully create a problem (disassemble a two-stroke motor) and then correctly solve the problem (assemble the two-stroke motor back to a working condition). A longitudinal study involving quantitative data is used with descriptive statistics. Results indicate, that on average, 85.5% of African engineering students can successfully engage with the disassembly–assembly technique. A possible recommendation is to encourage more academics to make use of the disassembly-assembly technique with regard to engineering systems, equipment or machinery.

Analysing learning outcomes in an Electrical Engineering curriculum using illustrative verbs derived from Bloom’s Taxonomy

ABSTRACT Learning outcomes are essential to any curriculum in education, where they need to be clear, observable and measurable. However, some academics structure learning outcomes in a way that does not promote student learning. The purpose of this article is to present the analyses of learning outcomes of an Electrical Engineering curriculum offered at a University of Technology in South Africa, in order to determine if academics are structuring them in a way that enables student learning. A qualitative case study is used where the learning outcomes from 33 study guides are reviewed using illustrative verbs derived from Bloom’s Taxonomy. Results indicate that 9% of all the learning outcomes are unclear, 10% are unobservable and 23% are unmeasurable. A key recommendation is to provide regular workshops to assist academics in reviewing their learning outcomes using the illustrative verbs derived from Bloom’s Taxonomy, thereby ensuring that their learning outcomes promote student learning.

Design and development of practical instruction for freshmen engineering students in a renewable energy course

Technical competence and problem solving skills are key graduate attributes that engineering students must develop, especially within a practical laboratory. A new specialized course in renewable energy was introduced at the beginning of 2014 at the Central University of Technology, with the main purpose of addressing this goal. The purpose of this research is to describe the design and development of relevant practical instruction which was introduced into one of the solar energy modules, termed Solar Energy Systems II. This module forms part of the curriculum of the new renewable energy course. The backward curriculum design method was applied in developing the practical instruction. Five learning outcomes were specified while three assessment strategies were selected, including oral presentations, written laboratory reports (headings include the experimental question, hypothesis, materials, procedure, observations, data, conclusion and reflections) and a final written class test. Two main pedagogical methods were used involving authentic learning and computer-based learning, while lectures, group work, videos and a learning management system were also used. A questionnaire was finally used to obtain student feedback on the practical instruction. Students indicated that the practical work was enjoyable (92%), relevant to the theory (83%), and a valuable learning experience (97%). This practical instruction has given freshmen engineering students the opportunity to demonstrate their acquisition of important graduate attributes that may help them to contribute to the socio-economic development of South Africa.

Using reflective self-assessments in a learning management system to promote student engagement and academic success

Learning management systems have the capabilities of creating, fostering, delivering, and facilitating learning at anytime and anywhere, allowing students to engage in online discussion and collaborative activities. However, many researchers feel that the online space essentially remains a repository for content. However, the fact that some academics use such systems as a content dumping site cannot be generalized. No, such a blanket statement would be a grave injustice to those few academics that are trying to improve the teaching and learning process, especially through reflective practice. The purpose of this paper is to highlight how an academic in electrical engineering has effectively used BlackboardTM to promote student engagement and academic success through online reflective self-assessments. An ex-post facto study is used with descriptive statistics of the quantitative data. Two groups of students enrolled for different electronic communication modules were asked to complete biweekly online reflective self-assessments via BlackboardTM. Results indicate that those who completed more than 50% of these self-assessments were almost twice as likely to achieve academic success as compared to those who completed less than 50% of them. These results tend to suggest that some academics are using educational technology more effectively than other academics, to the benefit of students and higher educational institutions.

The impact of student unrest on freshmen engineering students in South Africa

In 2016 alone, Google Scholar listed 301 results for “student unrest”. These results listed countries such as South Africa, Nigeria, India, Canada and the USA. The devastating effects of student unrest on student well-being, academic performance and career paths have been documented. Added to this is the disastrous financial consequences that institutions of higher education must endure. The purpose of this study is to draw together the consequences of student unrest, highlighting those that specifically impacted negatively on freshmen engineering students in South Africa during 2016. The academic year in South Africa is divided into two semesters, with approximately 260 students registering for Electronics 1 in the first semester and 130 registering in the second semester. The same course is offered in both semesters. During the first semester of 2016, no student unrest was experienced. However, in the second semester, just after 8 weeks of instruction had passed, student unrest flared up. This occurred at a critical time in the semester, as students were preparing to complete their main test which contributes significantly to their final grade at the end of the module. A descriptive case study is used with descriptive statistics of the quantitative and qualitative data. Quantitative data contrasts the final academic grades of Electronic 1 students in 2016, where the second semester students were affected by student unrest. Students from this second semester were also asked to complete an online questionnaire which sought to obtain their perspectives of the unrest. Results indicate that students from Semester 1 (NO student unrest) enjoyed a 10% higher median grade and 26% higher pass rate for their exam as compared to students from Semester 2 (YES student unrest). It must be emphasized that all these students were exposed to the same course content, academic and assessments. Furthermore, student perspectives primarily highlighted that their study routine was negatively affected by the student unrest.

A framework to encourage the use of reflective practices by undergraduate engineering students in a design-based module

Design-based learning is drawn from concepts relating to problem-based and project-based learning. Design-based learning is used in this paper to refer to the design and construction of an electronic hardware project by undergraduate engineering students. Students often experience difficulty with design principles regardless of the methods used to teach them. Many factors contribute to this struggle, including the selection of an appropriate project, the choice of and availability of components, the design platform used and financial constraints. The following research question, therefore arises, “What proposed framework may be used to help guide undergraduate engineering students to successfully complete a design-based learning module”? The purpose of this paper is to present a proposed framework that engineering students may consult regarding selecting an appropriate project and components for their electronic project that will lead to higher academic success. Data obtained from completed student projects in 2015 and 2016 form the basis for this framework that focuses on the number and type of components used together with the final grade awarded to the project. A quantitative research methodology is used as the relationship between the number and type of components used in the electronic projects are quantified and correlated to the final grade awarded to the project. A total of 74 student projects were analysed, and a correlation was drawn between 53 different criteria and their final grade. Students who used battery power, plug-in wires, and DC motors attained a higher grade than students who did not. The proposed framework has the potential of guiding future undergraduate engineering students in selecting more appropriate components for their electronic projects that will enhance its performance and lead to higher academic success.

Detecting the presence of pigeons on PV modules in a pico-solar system

Shading caused by the presence of pigeons can negatively affect the output power of a PV module in a pico-solar system. This is due to the fact that the body of the pigeon may interrupt the direct beam radiation received by a cell, or number of cells, resulting in output power loss and internal power dissipation within the PV module, as the shaded cells become reverse biased. Detecting the presence of pigeons and then deploying some type of intervention to scare the pigeons away may assist in reducing the shading time, thereby enabling the availability of maximum output power and reduced hot spots. The purpose of this paper is to present the design and results of a LabVIEW software system that was used to detect the presence of pigeons on PV modules in a pico-solar system. The developed system monitors the output voltage and current of multiple identical PV systems, and if a significant drop in current is detected in one system, while the others remain constant, then the system registers an event and logs the amount of time in 10-second intervals. For each sample of this event, the system records an image of the PV modules using a high definition webcam. Correlating the images to the actual events reveals an 86.4% accuracy, thereby indicating that the developed system is indeed detecting the presence of pigeons on the PV modules. It is further recommended to now integrate into this system some type of intervention which may be used to scare the pigeons away.

Visualising the effect of different tilt angles on the switch-on time of small PV modules using a simplified measuring approach

Renewable energy systems are receiving more and more attention, as governments and industry seek to reduce fossil fuel usage and provide more clean energy. PV systems fall into this category, and are especially sought after in countries that enjoy sufficient annual solar radiation. It has been scientifically proven that both the tilt and orientation angles, along with variable atmospheric conditions, impact significantly on the optimum output power of PV modules used in these systems. The purpose of this paper is to present a simplified measuring approach to validate this fact when considering the tilt angle. Research is not always about discovering new aspects, but also involves using various scientific methods to test and retest current findings. This simplified measuring approach is a re-test of current findings that indicates that a PV module with a high tilt angle starts operating earlier than a PV module with a lower tilt angle for winter periods in South Africa. However, the simplified approach costs less than 25% of traditional measuring approaches, providing a visual dimension and perspective in validating current research findings.