A Mixed Learning Approach in Mechatronics Education - IEEE Xplore

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IEEE TRANSACTIONS ON EDUCATION, VOL. 54, NO. 2, MAY 2011

A Mixed Learning Approach in Mechatronics Education Özgür Yılmaz and Koray Tunçalp

Abstract—This study aims to investigate the effect of a Web-based mixed learning approach model on mechatronics education. The model combines different perception methods such as reading, listening, and speaking and practice methods developed in accordance with the vocational background of students enrolled in the course Electromechanical Systems in mechatronics education. For this purpose, the effectiveness of the model recommended for mechatronics education was investigated on a working group consisting of 32 sophomore students in the 2008–2009 Spring semester in the Mechatronics Department of the Faculty of Technical Education, Marmara University, Istanbul, Turkey. The 12-week-long Electromechanical Systems course is given each semester and covers the topics of mechatronics, electric principles, electrostatics, magnetism and principles, control components, control and power circuits, industrial electronics, and direct and alternating current motors. The text, pictures, and images for the Web-supported education materials used in the study were developed using Adobe Presenter and Adobe Captivate software. In addition, Adobe Flash was used to provide the interactivity between the students and the training content, and 3dsMax software was used for 3-D simulations. Finally, Adobe Connect Professional software was used as a learning management system. During this process, expert opinion in the field of educational sciences, instructional technologies, and electromechanical systems was consulted. The efficiency of the model recommended for mechatronics education was evaluated by using data collection forms and the results of interviews with the students. Index Terms—Learning, mechatronics education, Web-based mixed education.

I. INTRODUCTION

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APID developments, especially in computer technologies, have brought new trends and opportunities to improve the quality of education. Much effort has been devoted to this topic, creating new concepts for education systems, including virtual education, virtual classrooms, Web-applied education, and the “Internet university.” These concepts have paved the way for new developments in the traditional understanding of education [1]. Traditional education does not address individual differences in students’ learning abilities, knowledge levels, academic backgrounds, and goals [2]. In contrast, recent Internet-based educaManuscript received July 01, 2009; revised April 05, 2010 and May 31, 2010; accepted June 10, 2010. Date of publication July 12, 2010; date of current version May 04, 2011. This work was supported by the Marmara University Scientific Research Project Presidency, Istanbul, Turkey, under Project No. FEN-CDRP-060308-0047. The authors are with the Department of Mechatronics Education, Marmara University, Istanbul 34722, Turkey (e-mail: [email protected]; [email protected]). Color versions of one or more of the figures in this paper are available online at http://ieeexplore.ieee.org. Digital Object Identifier 10.1109/TE.2010.2053932

tion practices have removed the place/time dependency of students for their education, enabling them to access the knowledge at any time anywhere [3]. Web-based education offers many advantages, including ease of use, and the provision of suitable storage sites for the various types of information encountered during an education, such as lecture notes, pilot tests, to-do lists, or projects. The basic advantages of Web technology are that it provides new opportunities for restructuring education and knowledge, and that it improves communication and collaboration among students as well as between students and teachers, thus improving the quality of education [4], [5]. According to Akkoyun (1999), Web-based education is more effective for the construction of students’ knowledge, compared to traditional methods, improving collaboration in education [6], [7]. In his study, Yenilmez (2000) concluded that a study carried out on the Internet could provide an important opportunity for students to complete their education and improve their knowledge and skills. In another study with university students, Web-based education is stated to be more interactive than the traditional education practices and provides students with much more control over their education [8]. In their work investigating statistical training on the Internet, Bek and Cebeci (1999) reported that students in traditional education have rather limited opportunities for questioning. Therefore, they become passive listeners and lack the opportunity to practice topics that they do not understand clearly. The authors emphasized that these problems could be solved, to a considerable extent, by Internet-based educational studies. In the light of these studies, Web-based education activities can be considered to improve student success; they also have an important effect on boosting students’ motivation for learning, teaching them to work independently, improving their communication skills, and helping them integrate the various aspects of their education [9], [10]. Perception methods differ among individuals. Some individuals learn effectively only by using reading materials, while the others need practical experience. However, psychological research indicates that people generally remember approximately 10% of what they read; 20% of what they hear, and 90% of what they actually try and realize [11], [12]; see Fig. 1. These results have formed the starting point for a mixed learning approach that combines reading, listening, seeing, and discussing. On the other hand, most education programs are largely based on theoretical contents and are not amenable to such an approach. Practical experience is of prime importance in effective learning, particularly in engineering and science disciplines [14]–[18]. However, most courses do not provide such a learning experience to students.

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YILMAZ AND TUNÇALP: MIXED LEARNING APPROACH IN MECHATRONICS EDUCATION

Fig. 1. Effect of perception path on retention [13].

TABLE I SUBJECTS OF MECHATRONICS ENGINEERING [19]

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cost-effective outcome to meet consumer demand. From these definitions, it can be concluded that basic mechatronics training aims to prepare students to work confidently in all of the related disciplines, to find the right combinations of the existing technologies, and to succeed in designing for the required outcomes and/or systems by integrating these technologies with their practical skills [22]. Mechatronics technology includes knowledge and technological experience in three primary subjects—sensor technology, actuator technology, and cognition systems technology—as well as in the integrated structure of these subjects. Although these subjects have been developed separately and come from individual disciplines, their integration and the development of a useful outcome requires specific approaches and a special training [23]. This study aims to focus on a Web-based mixed learning approach model, integrated with different perception methods such as reading, listening, speaking, and practical work, developed in accordance with the different vocational backgrounds of students of the course Electromechanical Systems in Mechatronics Education. Its goal is to determine the effect of the Web-based mixed learning approach model on mechatronics education. II. METHOD A. Pattern

Mechatronics engineering integrates the subjects of the familiar disciplines shown in Table I for interdisciplinary outcomes. Omission of any of these elements results in functionally weak outcomes. Therefore, all of them should be considered and implemented synergistically [19]. Within the scope of mechatronics education, the methods used in the development of these subjects in different training units have been tested prior to their integration, and consequently has failed due to the complex structure of mechatronics [20]. According to Tunçalp et al. (2005), educational activities to train Mechatronics Technical Teachers were started in the Marmara University Technical Education Faculty in the 2003–2004 academic year, when 31 students were first admitted to training. In the Turkish vocational education system, there is no secondary education institution to provide vocational education to students before they enter the Department of Mechatronics Education. Differences in the training content prepared by the different disciplines of Mechatronics Department (Mechanical and Electronic) caused adaptation problems and constraints for the students, as well as decreased their interest in the courses [21]. Experts with mechatronics training are specialized in the related disciplines and can supervise, lead, and contribute across all levels of the design process. Mechatronics engineers and technicians can easily communicate with experts in related disciplines, and thus can access the information in these areas of expertise, interpret this information, and create an innovative and

In this study, the effect of the Web-based mixed learning approach model on the education process is investigated. Moreover, the efficiency of the model recommended for mechatronics education is reviewed in the light of the information obtained from interviews with the sophomore students and the data collection forms they completed. The training program is 12 weeks long and includes the following subjects: mechatronics; electric principles; electrostatics; magnetism and their principles; drawing of controller components, controller, and power circuit; industrial electronics; and direct and alternating current motors, all of which are related to electromechanical systems. Adobe Presenter and Adobe Captivate software were used to create text, pictures, and images for the course material. Adobe Flash was used to provide interactivity between the user and the training content, and 3ds Max Studio was used for 3-D simulations. In addition, Adobe Connect Professional has been used as a Learning Management System. Experts in the field were consulted during this process, and their consensus sought. The Web page, shown in Fig. 2, was prepared for the Electromechanical Systems course. The following should be noted. • The Web page was created in a form enabling visitors to explore it easily. • Special importance was given to the font sizes and integrity of the headlines and subheadings. This integrity was maintained throughout the course. • Learning targets are given at the beginning of each subject. • Graphics, tables, animations, and videos were used in the course to increase memorability. The Web-based mixed learning approach model consists of eight sections, as follows.

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Fig. 2. Web page prepared for the course.

1) Section I: Reading: The objective of this section is to help students by giving them an overview of the technical literature in the field of electromechanical systems. While this technical literature might be covered in the advanced courses and could increase the amount of course contents, prolong the education period, and distract the students, nevertheless learning some basic information by following the technical literature on the Web site stretches the capabilities of the student [14]. 2) Section II: Interactive Content: The objective of this section is to equalize the basic knowledge levels of the students from different subdisciplines by using educational contents that can address multiple sense organs via pictures, graphics, audio, animations, and simulations in addition to providing detailed information for all sections of the course, available any time on the Web. 3) Section III: Scenario-Based Software Training: The real world is simulated in the class using scenario-based learning. Students are given the opportunity to brainstorm a problem, apply their knowledge to real-life situations, discover their lack of knowledge, and remedy this. Students working on a scenario develop several high-level excogitation procedures, such as analysis, synthesis, evaluation, and decision making. In this section, a scenario-based training approach is used to teach the sort of industrial software used in the field of electromechanics. In this way, software technology, which is one of the four basic disciplines of mechatronics and a prerequisite for developing a mechatronics outcome, is taught in a shorter time span. Moreover, students are given the opportunity to prepare experimental software used in the program. Adobe Captivate software is used for the design of this scenario-based software training section. The study is composed of two parts, the first of which covers teaching ESS and EKTS software packages and the step-by-step design of a sample experiment. The second part covers the material related to six experiments to be completed by the students.

In the first step of development, the control simulation software for teaching the use of ESS and EKTS and the content related to the design of a sample control circuit are prepared. In the experimental part, students are asked to conduct an experiment related to a scenario based on a “Control and Power Circuit Diagram” subject covered in a 12-week curriculum in the “Reading” section of the Web-based mixed learning program. Students’ assignments during the experiment are specified step by step. According to the scenario, students are warned when they first make a mistake; if they make the same mistake again, they are directed to the correct choice by being given hints. If the particular structure of mechatronics, which integrates four basic disciplines, and the quantity of software used to develop a product are taken into consideration, it can be concluded that scenario-based software training meets the requirements for short programs that allow students to be taught without need of the real software. 4) Section IV: Laboratory Experiments: In this section, students are given an opportunity to create the product prototype, which they design during the scenario-based software training section by gathering theoretical knowledge in the interactive section and conducting experiments in a real laboratory environment. In this application, students in groups 2 and 3 had the opportunity to work with real hardware such as actuators and an I/O interface. Moreover, they were able to try different software codes that they had generated in the scenario-based software training section. Because students actually try the instruments in practice, they learn better. In other words, students learn easier when they enjoy the experience and see the actual working devices. 5) Section V: Students’ Presentations and Discussion: Auditory learning, through speaking and hearing, was realized in two stages. 1) Students are required to make presentations about the basic subjects of the Electromechanical Systems course, such as


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TABLE II MIXED LEARNING APPROACH AND ITS EFFECT ON STUDENTS’ LEARNING CAPACITIES

industrial electronics, controller components, and electric motors, which are suitable for this. Students are grouped and required to study some predetermined parts of the main subject. Then, each group makes a presentation on their subject in the classroom on a predetermined date. 2) Students are required to discuss certain difficult concepts and phenomena in class. These discussions give the instructor valuable feedback on students’ learning styles and thinking patterns. This approach also gives students an opportunity to improve their communication skills [14]. 6) Section VI: Student-Designed Experiments: Active learning engages students in doing something other than listening to a lecture and taking notes, to help them to learn and apply the course material. Students may be involved in talking and listening to each other or in writing, reading, and expressing their individual thoughts. A problem-based active learning model is used in this phase, comprising several scenarios. Accordingly, scenarios are related to students’ learning of subjects like “How does the rotational direction of a one-phase asynchronous machine change?” and “How is the dynamic braking of a three-phase asynchronous machine achieved?” Three groups are formed to develop a new laboratory experiment. They are required to write laboratory manuals that should include laboratory objectives, laboratory procedures, hardware connection diagrams, questions and answers, as well as part fabrication, if necessary. In the first session of the problem-based teaching model, which is composed of several sessions, all group members are given the scenarios related to the subject without being given any technical knowledge. The scenarios are also shown in a PowerPoint presentation. Students are given time to define the problem and organize their opinions. The students’ suggestions for the problem in the scenarios are evaluated in a brainstorming session on their reasoning and solutions. In the meantime, the researcher guides the students to focus on important questions. In the second session of the model, answers prepared by the groups are shared, and personal plans are presented. The working process of the group is evaluated in the final session, which provides an active learning environment as opposed to the traditional learning method, in which students are told exactly what to do and how to do it [14]. 7) Section VII: Group Projects: The project-based teaching approach focuses on the process so as to improve students’ skills in planning their own self-education toward the specified objec-

tives, and in taking responsibilities, working in harmony with others, performing research, and collecting and organizing data. In carrying out the projects as described in this section, students work in groups and use the skills they have acquired to design and implement functional electromechanical systems such as an electropneumatic storage system, a dc motor control, and an escalator. In doing their project, students experiment upon and implement different modules containing various simulation programs for mechanical parts, electronic and controller components, actuators, and design. The competitive environment of this project learning approach also increases the students’ creativity [14]. 8) Section VIII: Interaction With Industry: Interaction with industry occurs in two ways. 1) Engineers working directly in industry, and experienced in the field of mechatronics and electromechanics, are invited to the department to give seminars on industrial electronic, controller systems, and motor selection. 2) Students visit several companies to determine industrial requirements. These are then transformed into real problems in suitable student projects. One of the advantages of such an interaction is that students can become familiar with various industrial requirements at the beginning of their careers and take these into account when determining their career objectives. The key factor for the success of this mixed learning approach is to make it entertaining and enjoyable. It has been shown that keeping students interested in the subject is the basic element of an effective education and training. Table II shows how the mixed learning approach has improved the learning capacities of the students by enabling them to experience all the learning steps in Fig. 1. Fig. 3 gives a simple concept map of the mixed learning approach [14]. B. Study Group This research was carried out with a study group consisting of 32 students, two females and 30 males, in the Department of Mechatronics Eduction, Technical Education Faculty, Marmara University, in the Spring semester of the 2008–2009 academic year. C. Tools The success of the Web-based mixed learning approach model recommended for mechatronics training was assessed

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Fig. 3. Mixed learning approach formed by the combination of different perception methods.

by performing data collection activities with the students and having them complete interview forms. D. Data Analysis In this study, item total, item reminder, and item distinction indices were separately calculated for the validity and reliability. In addition, the question of whether the data from the forms has a normal distribution was examined by using the skewness coefficient, the arithmetic average, descriptive statistics such as median and mode, z-statistics, and Shapiro–Wilks/Kolmogorov–Smirnov tests. These showed that the data obtained from the study group had a normal distribution, and therefore all the statistical analyses were carried out by parametric tests. Independent group t-test and one-sided variance analyses were used for the statistical data collection for the independent variables used in the data collection form. Descriptive statistics of the items in the form were also separately examined and are listed in Table III. Furthermore, the data from the interview forms were listed and turned into reports. Similar responses were grouped and used within the scope of the study. Examples of these responses are presented in the study. III. FINDINGS After a literature search to establish the validity and reliability of data collection forms, a 22-item form was developed and implemented in line with these expert findings. The data obtained for each of these items was analyzed by first calculating the item statistics, then selecting the items, determining those that may be included in the form after correction, and finally removing the items that cannot be included in the form. Item total, item reminder, and item distinction indices were separately calculated in the study, and as a result, two items with weak validity and reliability were removed from the form. The Cronbach’s alpha coefficient, calculated statistically depending on the variance of each item, was found to be 0.76. In the study, the data from the forms were examined to see if they displayed a normal distribution. This proved to be the case, and subsequently parametric tests were applied. Normal distribution characteristics of the scores obtained from a continuous

variable can be examined by three methods: 1) coefficient of skewness, arithmetic average, and descriptive statistics such as median and mode can be calculated; 2) graphics can be used in the examination; and 3) the aforementioned tests can be used. Three different tests are used to examine the normal distribution. In the initial method, an excessive deviation from normal does not occur since the z-statistic, obtained by dividing the coefficient of skewness by the standard error, is less than 2.58 for and 1.96 for . The Shapiro–Wilks and Kolmogorov–Smirnov tests are used to examine the scores in terms of their adherence to a normal distribution. The Shapiro–Wilks test is used when the group size is less than 50, while the Kolmogorov–Smirnov test is used when it is more than 50 [24]. In the study, data were examined by both tests, and the distribufor the Koltion was found to be normal in both ( mogorov–Smirnov test and for the Shapiro–Wilks test). Since the data obtained from the study group displayed a normal distribution, all the statistical analyses were carried out by parametric tests. First, the statistic analyses were performed on the independent variables of “Student’s Department in High School,” “Family Monthly Average Income,” “Type of Residence,” and “Reason for Selecting Mechatronics Section” used in the data collection forms. An independent group t-test was applied to the independent variables of “Student’s Department in High School,” “Type of Residence,” and “Reason for Selecting Mechatronics Section,” and no significant difference was found and for “Student’s Department in High ( and for “Type of Residence”; School”; and for “Reason for Selecting Mechatronics Section”). Similarly, no significant difference was de, ) according tected among the groups ( to the one-sided variance analysis performed for the “Family Monthly Average Income.” Nevertheless, although no difference was found in one-sided variance analysis, an important difference was determined between the monthly income groups of 750 TL and 750-1000TL according to the LSD multicomparison test, in favor of the latter. After the independent variables statistical analysis of the form was performed, descriptive statistics were applied to the items in the form. Agreement ratios of the form items and frequency distribution are shown in Table III. As shown in Table III, the mean value of the 20-item form is 3.80, which indicates the positive reactions of the target group. Only the 12th item was scored below 3. The highest scores in the form were received by the following items, respectively: “Availability of videos for each subject helped me to understand the subject (4.34)”; “I enjoyed solving real industry problems (4.22)”; “The opportunity of access from outside the faculty at any time has been helpful in learning the subject (4.19)”; “With software training, I don’t have to spend time learning about software (4.16)”; and “During the video conferences with our teacher each weekend, I had the opportunity to ask questions about subjects that I couldn’t understand (4.13).” On the other hand, the lowest scores were received by the following items, respectively: “I felt I couldn’t actively participate in the learning process (2.66)”; “In the seminars given by the engineers from industry, I saw similarities with the projects carried out in the group projects (3.36)”; “Because I used the samples


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TABLE III AGREEMENT RATIOS OF THE FORM ITEMS AND FREQUENCY DISTRIBUTION

that I made in the software training, I had no difficulty (3.53)”; and “The Web-based mixed learning approach has been more

useful than classic education (3.59).” From this data, it can be concluded that the training given to the study group was effec-

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tive. Students want to have live lectures, to be able to access the course contents independent of time and place, and to deal with real industrial problems. There are three open-ended questions in the interview form that is used in addition to the data collection form: 1) “What do you think about the Web-based mixed learning approach model?”; 2) “What is the difference between the Web-based mixed learning approach and traditional education?”; and 3) “Which section of the Web-based mixed learning approach model did you like most?” The analysis of the responses is compatible with the findings obtained from the data collection form. Sample responses are briefly listed here. — “It was great to access the course at any time via the Internet. By this means, I could learn the course without attending school.” — “Since I like studying at night, Web-based learning has been good for me.” — “Attendance was not compulsory. That was great for me.” — “Videos and animations have been very effective for me to understand the basic subjects.” — “The quizzes that I got after each subject helped me to get ready for the final examination.” — “In the virtual classroom environment, I freely shared my ideas with my teacher and friends.” These results indicate that the students in the study group were generally positively affected by the Web-based mixed learning approach model that was developed for the electromechanical systems course on mechatronics training. When the similar responses obtained in the interviews are classified, two main opinions become apparent: 1) time-independent access is highly desirable; and 2) students approve of the availability of contents that include animation, video, and interactivity, in addition to the detailed lectures with their supplemental documents. Thus, the Web-based mixed learning model could be claimed to have positive effects on mechatronics training. IV. RESULTS AND DISCUSSION This study investigated the effects of the Web-based mixed learning approach model, which combined different perception methods such as reading, listening, and speaking, and practice methods developed in accordance with the characteristics of the students from different disciplines enrolling in the course Electromechanical Systems in mechatronics education. In conclusion, the following results were obtained. 1) The students liked the contents with animation, video, and interaction. 2) They were glad to take part in solving real industrial problems. 3) They want to have an education that is independent of time and place. 4) The availability of supplemental documents and detailed lectures was effective in increasing the basic knowledge of the students from different subdisciplines. 5) The Web-based mixed learning approach environment is preferable to the traditional education environment. 6) It is thought that the communication difficulties inherent in traditional education do not exist in the virtual classroom.

When grouping similar answers given to open-ended interview questions by the students, two main ideas emerged: 1) an education independent of time and space is much wanted; and 2) having detailed explanations within supplementary documents and having contents that include animation, video, and interactivity are approved of by the students. The interactive content section of the Web-based mixed learning approach model was found to be very useful by the students. In the study, the environment of the Web-based mixed learning approach recommended by Winncy (2003) was found to be effective. The study findings are compatible with those reported by Yazon et al. (2002), Akkoyun (1999), and Yenilmez (2000). The results obtained in the present study have once again emphasized the importance of the recommendations given by Yılmaz and Büyüktümtürk (2004) and Tunçalp et al. (2005) on mechatronics training. REFERENCES [1] H. Çakir, “The effect of Web assisted teaching on student achievement of cobol programming language course,” Gazi Univ. J. Ind. Arts Educ. Faculty, vol. 13, pp. 44–55, 2003. [2] P. Brusilovsky, J. Eklund, and E. Schwarz, “Web-based education for all: A tool for development adaptive courseware,” in Proc. 7th. Int. World Wide Web Conf., Comput. Netw. ISDN Syst., Brisbane, Australia, Apr. 14–18, 1998, pp. 291–300. [3] Y. Yi˘git, S. Yıldırım, and M. Y. Özden, “Web-based Internet tutorial: A case study,” Hacettepe Univ. J. Educ. Faculty, vol. 19, pp. 166–176, 2000. [4] D. Casey, “Retaining human contact in Web based education: Implementing a model,” May 15, 1998 [Online]. Available: http://www.monash.edu.au/groups/flt/1998/papers/retainhc.pdf [5] G. Barnes and J. Macedo, “E-learning: Experience with Web-aided and Web-based education at the University of Florida,” in Proc. URISA Annu. Conf., Orlando, FL, Aug. 19–23, 2000, pp. 120–125. [6] B. Akkoyun, “Use of the Internet in the teaching process,” in Proc. Educ. Conf. Inf. Technol., Ankara, Turkey, May 13–15, 1999, pp. 77–82. [7] B. Kazandırır, “Information technology and education,” in Proc. Educ. Conf. Inf. Technol., Ankara, Turkey, May 13–15, 1999, pp. 36–44. [8] E. Yenilmez, “A study on virtual environment models study in teaching statistics,” M.S. thesis, Institute of Science and Technology, Çukurova University, Adana, Turkey, 2000. [9] J. M. O. Yazon, J. A. Mayer-Smith, and R. J. Redfield, “Does the medium change the message? The impact of a Web-based genetics course on university students’ perspectives on learning and teaching,” Comput. Educ., vol. 38, pp. 267–285, Jan.–Apr. 2002. [10] Y. Bek and Z. Cebeci, “Statistics education in Internet. Alfa virtual statistical school,” in Proc. Stat. Congress, Antalya, Turkey, May 5–9, 1999, pp. 3–13. [11] J. S. Wen, “The application of the case teaching method to a mechatronics course,” World Trans. Eng. Technol. Educ., vol. 6, pp. 309–312, 2007. [12] S. Reisman and W. A. Carr, “Perspectives on multimedia systems in education,” IBM Syst. J., vol. 30, pp. 280–295, 1991. [13] R. Siegwart, “Hands-on mechatronics,” May 15, 2009 [Online]. Available: http://asl.epfl.ch/index.html?content=epfl/education/courses/NltCourse/nltCourse.php [14] Y. D. Winncy, “A mixed learning approach in mechatronics engineering,” World Trans. Eng. Technol. Educ., vol. 2, pp. 69–72, 2003. [15] D. Niemeier, R. Boulanger, P. Bakley, K. Muraleetharan, S. Schmid, and A. Barros, “Integration of engineering education and research: Perspectives from the NSF civil and mechanical systems 1998 CAREER Workshop,” J. Eng. Educ., vol. 90, pp. 199–202, 2001. [16] J. Harb, S. Durrant, and R. Terry, “Use of the Kolb learning cycle Ad the 4mat system in engineering education,” J. Eng. Educ., vol. 82, pp. 70–77, 1993. [17] S. A. Bjorklund and C. L. Colbeck, “The view from the top: Leaders’ perspectives on a decade of change in engineering education,” J. Eng. Educ., vol. 90, pp. 13–19, 2001.


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Özgür Yılmaz received the B.A. degree in electrical education from the Department of Electrical Education, Marmara University, Faculty of Technical Education (MUTEF), Istanbul, Turkey, in 2000, and the M.S. and Ph.D. degrees in electrical education from the Institute for Graduate Studies in Pure and Applied Sciences, Marmara University, in 2003 and 2010, with his dissertation titled “Web-Supported Design, Teaching, and Evaluation of the Electromechanical Systems Course.” He is a Research Assistant of mechatronics education with Marmara University. He has published numerous papers on mechatronics education, Web-based education, instrumentation, simulation tools, and electrical measurements. His current research focuses on Web-based education and new teaching methods in mechatronics education.

Koray Tunçalp received the Ph.D. degree in electrical education from the Institute for Graduate Studies in Pure and Applied Sciences, Marmara University, Istanbul, Turkey, in 1999. He is a Professor of mechatronics education with Marmara University, where he teaches in the areas of mechatronics technologies. He has taught in the Department of Electrical Education, Faculty of Technical Education, Marmara University, for 10 years and has been working in the Department of Mechatronics Education, of which he is the Head, since 2003. He has published a book and numerous papers on mechatronics, instrumentation, energy measurement, e-learning, magnetic fields effects, automotive testing methods, simulation tools, technical education, and industrial communication protocols. He publishes a quarterly magazine, Vocational Training, in Turkish. His current research focuses on methods for teaching mechatronics technologies.