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A comparative study of online and face-to-face embedded systems learning course

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Chung, H, Long, S, Han, SC, Sarker, S, Ellis, L ORCID: 0000-0002-1239-1470 and Kang, BH ORCID: 0000-0003-3476-8838 2018 , 'A comparative study of online and face-to-face embedded systems learning course', in Proceedings of the 20th Australasian Computing Education Conference , AMC New York, New York, United States, pp. 63-72 , doi: 10.1145/3160489.3160499.

[img] PDF (In Proceedings of The 20th Australasian Computing Education Conference, Brisbane, Queensland, AU, January 2018 (ACE’18), 10 pages. https://doi.org/10.475/123_4)
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Abstract

Embedded Systems are integrated into our daily life in many ways. Embedded systems education requires at least two major components: (1) a teacher with expertise in both hardware and software; (2) a hands-on experimental environment. Recent developments in educational tool kits for learning embedded systems, such as ArduEZ, increase the feasibility of teaching embedded systems online; but conclusive evidence about the efficiency of teaching embedded systems online is still very rare. This paper presents a comparative study of face-to-face and online delivery modes of an embedded systems course with a focus on students’ learning experience. During our experiment, an embedded systems course was taught in both face-to-face and online modes with identical content. The results show that online learning mode can be a viable alternative to the traditional face-to-face course for embedded systems education if required components such as student-teacher interaction, sufficient independent learning skills for the students, well-designed teaching materials, and tangible support are provided.

Item Type: Conference Publication
Authors/Creators:Chung, H and Long, S and Han, SC and Sarker, S and Ellis, L and Kang, BH
Keywords: embedded system education, online education, E-learning
Journal or Publication Title: Proceedings of the 20th Australasian Computing Education Conference
Publisher: AMC New York
DOI / ID Number: 10.1145/3160489.3160499
Copyright Information:

Copyright 2018 the Authors

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