SCADA ODL FLIPPED CLASSROOM: A CASE STUDY FOR THE SCHOOL OF ELECTRICAL ENGINEERING
Keywords:
SCADA, online and distance learning, flipped classroom, questionnaire, SPSSAbstract
Using open and distance learning (ODL) for courses that included laboratory sessions was
challenging to teach and learn during the COVID-19 era. SCADA (Supervisory Control and
Data Acquisition), also known as ESE691, is the School of Electrical Engineering elective that
requires students to be present in the lab for their mini-project group assignments. During the
outbreak, students were not permitted to attend the laboratory, but they were required to
complete their assignments. The rapid transition from face-to-face delivery modalities to a
flipped classroom will be more difficult for final-year electrical engineering students. As a
result, the purpose of this study was to investigate the perceptions of students taking ESE691
in a flipped classroom environment from October 2020 to February 2021. The data was
gathered using a qualitative method, and the results were analysed using SPSS. This survey
had 68 participants, with 22 female students and 46 male students filling out a google form.
The findings show that while using the ODL platform to create a flipped classroom for SCADA,
the eight questions are critical. The implementation of the flipped classroom for the internal
consistency test has a Cronbach's alpha of 0.819, which is sufficient for the questions'
reliability.
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