Abstract:

This paper describes the results of a blended Project based learning course on computer modeling and simulation of electronic circuits in the field of analog electronics.

The course is compulsory for students of engineering specialties in the field of communication and computer engineering. The objectives of the course, the structure of the curriculum content, the type and the specificity of the studied and simulated electronic circuits are presented.

The organization of the training activities is carried out through an e-learning management system for project-based training - DIPSEIL. A brief review of the DIPSEIL system is made of its Performance support system implementation methodology in engineering education and the basic learning tools used by lecturers and students.

The design of a course in the DIPSEIL system is organized around task performances from the students. The concept of "learning by doing" is used, with about 8 projects running for 15 weeks and one final project for final assessment of students' knowledge.

At a macro level, the course is organized as a blended learning course (face-to-face lectures and exercises, web based learning activities in LMS) in the DIPSEIL e-learning environment - http://env.dipseil.net/v3

There are 15 class exercises and 15 lectures for the respective semester of the academic year, half of them in a lecture hall, the other half in a computer room; The course organization provides a constant relationship with a teacher and colleagues via email, in the e-learning environment and through chats, monitoring and feedback.

Finally, a survey of the students' opinion on the curriculum is presented, how the selection of the simulation circuits and the final course project reflects on the level of their training. The tool used for data collection is a web based survey offered to students in the last attendance exercise. The questionnaire consists of five categories of questions: 5 for bio data (standard and course specific); 5 closed questions, measuring on the Likert scale (5 degrees) the attitude of the students towards the course design; 5 closed issues on the Likert scale (5 degrees) the difficulty of the proposed simulation circuits in the respective projects; 3 closed questions on the Likert scale (5 degrees) the difficulty of the proposed final project; 3 open-ended questions (three of which measure motivation and two for project-based learning methodology), and an open question for suggestions and opinions in free text.

The discussion analyzes the results of the study and proposes activities to improve the curriculum, the learning activities and the presentation of the students.

Keywords:

Blended learning, project-based learning, PSpice Simulation, DIPSEIL learning environment.