Active Learning Strategy Applied to Control Theory Teaching

Elias J. R. Freitas, Leonardo S. Prado, Marcos V. F. Silva, Vinícius A. Alvarenga, Adrielle C. Santana

Active learning, Engineering fields, Student perception, Case Study.

This work presents an active learning strategy applied to the Control Theory course for engineering students. It shows the importance of new approaches to classic teaching in this area. Background: Active learning strategies seek to make the student the center of the learning process, enabling them to develop skills to learn, to question reality, have a critical reflection on the subject, learn how to work in a team, and promote the dissemination of innovative ideas. The strategy proposed aims to promote an alternative to traditional classes of control theory, leaving the teacher as the center of learning and placing greater relevance on the active participation and responsibility of the student during their learning. This strategy consists of dynamic classes based on small challenges and a final project challenge. In the latter, each group must identify the system involved, simulate it, design a controller based on some control techniques studied, and implement it through operational amplifiers or microcontrollers. In addition, students must prepare a report and answer some theoretical questions. Results obtained and the students’ evaluation regarding their learning show the importance of using an active learning methodology in engineering courses.

Received: 02 Aug 2022, Received in revised form: 26 Aug 2022, Accepted: 01 Sep 2022, Available online: 09 Sep 2022

10.22161/ijaers.99.1