Implementation of a self-paced learning approach in electronic and electrical engineering

This paper describes in detail the formulation and implementation of a self-paced, resource-based teaching environment for the 1(st) year of courses in electronic and electrical engineering at the University of Bath, Bath, England, UK. The authors believe that this is the first such course in this discipline in the UK. The motivation behind this initiative was primarily the diverse knowledge base of incoming students and the problems of teaching such a community via the traditional lecture-based approach to delivery. The main unit in which this system is applied is basic Electrical Science, which is divided into a total of 22 workpackages, each being largely self contained and wherein students can work through at their own pace. The system is primarily laboratory-based and each pair of students is assigned a workstation consisting of state-of-the-art test and measurement equipment and a personal computer. Students are further arranged into peer groups of 12 with a group tutor and these groups are encouraged to be self-helping and supporting. The laboratories are open access throughout normal working hours. As far as possible, assessment is on a continual basis. The courses have largely been a success and student feedback has been encouraging.