Abstract
Recent research on the learning process has shown that conventional approach of teaching fails to address all categories of students. Hence changes should be done in the traditional teaching methods as holding concentration of the students in the classroom for complete 1 h of the lecture is a big challenge. The teachers have to attract the attention of students in a classroom, to enable clear translation of the content of lessons and concepts. Many researchers agree on the fact that learning materials should not just reflect the teacher’s teaching style, but should be designed for all kinds of students and all kind of learning styles.
A wise selection of strategies capable of ensuring the smooth and effective delivery of concepts is required. One such strategy that can be adopted is teaching through simulation. Among the available simulation software, Solver for EQuations with User defined ELements (SEQUEL) is a free software with many solved examples, which help beginners to learn it easily. This paper presents the approach followed by the authors to teach Digital Electronics course using SEQUEL. Using SEQUEL as an aid in teaching–learning process has increased student ability to comprehend the analysis of several digital circuits, as it can be used by the students even outside the college campus. This has reflected in the end semester exam results. With this the authors could effectively address level 1 to level 4 of Blooms taxonomy. In this paper, few Digital Electronics examples are presented to demonstrate how free circuit simulation software can assist in teaching the Principles of Digital Electronics to undergraduate students.
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Keywords
- Digital Electronics
- Electronic Course
- Teaching Learning Process
- Bloom's Taxonomy
- Traditional Teaching Methods
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
FormalPara AbstractRecent research on the learning process has shown that conventional approach of teaching fails to address all categories of students. Hence changes should be done in the traditional teaching methods as holding concentration of the students in the classroom for complete 1 h of the lecture is a big challenge. The teachers have to attract the attention of students in a classroom, to enable clear translation of the content of lessons and concepts. Many researchers agree on the fact that learning materials should not just reflect the teacher’s teaching style, but should be designed for all kinds of students and all kind of learning styles.
A wise selection of strategies capable of ensuring the smooth and effective delivery of concepts is required. One such strategy that can be adopted is teaching through simulation. Among the available simulation software, Solver for EQuations with User defined ELements (SEQUEL) is a free software with many solved examples, which help beginners to learn it easily. This paper presents the approach followed by the authors to teach Digital Electronics course using SEQUEL. Using SEQUEL as an aid in teaching–learning process has increased student ability to comprehend the analysis of several digital circuits, as it can be used by the students even outside the college campus. This has reflected in the end semester exam results. With this the authors could effectively address level 1 to level 4 of Blooms taxonomy. In this paper, few Digital Electronics examples are presented to demonstrate how free circuit simulation software can assist in teaching the Principles of Digital Electronics to undergraduate students.
FormalPara KeywordsConventional teaching methodology • Teaching by simulation • Free software for digital electronics
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© 2015 Springer India
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Itagi, A.R., Tatti, V. (2015). Effective Teaching of Digital Electronics for Undergraduate Students Using a Free Circuit Simulation Software—SEQUEL. In: Natarajan, R. (eds) Proceedings of the International Conference on Transformations in Engineering Education. Springer, New Delhi. https://doi.org/10.1007/978-81-322-1931-6_99
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DOI: https://doi.org/10.1007/978-81-322-1931-6_99
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