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IMPROVING THE QUALITY OF TEACHING OF SPECIALIZED SUBJECTS IN TECHNICAL HIGHER EDUCATION INSTITUTIONS ON THE BASIS OF
VIRTUAL LABORATORIES Rakhmonov I.U.1, Niyozov N.N.2, Kurbonov N.N.3, Erezhepov M.T.4
1Rakhmonov Ikromjon Usmonovich - Doctor of Technical Sciences, Head of the Department;
2Niyozov Numon Nizomiddinovich - Doctor of Philosophy in Technical Sciences, Associate Professor, 3Kurbonov Nurbek Nurullo ugli - doctoral student, associate professor, DEPARTMENT OF ELECTRICAL SUPPLY, TASHKENT STATE TECHNICAL UNIVERSITY, TASHKENT;
4Erezhepov Madiyar Tazhetovich - Senior Lecturer, KARAKALPAK STATE UNIVERSITY, NUKUS, REPUBLIC OF UZBEKISTAN
Abstract: virtual Laboratories (VLs) have become increasingly popular in technical higher education institutions as a way to enhance the teaching of specialized subjects. VLs are digital environments that simulate real-world equipment and systems, allowing students to perform experiments and conduct research in a safe and controlled environment. This research aims to investigate the impact of VLs on the quality of teaching of specialized subjects in technical higher education institutions. Keywords: virtual laboratory, technical higher education institutions, simulation.
ПОВЫШЕНИЕ КАЧЕСТВА ПРЕПОДАВАНИЯ ПРОФЕССИОНАЛЬНЫХ ПРЕДМЕТОВ В ТЕХНИЧЕСКИХ ВУЗАХ НА БАЗЕ ВИРТУАЛЬНЫХ
ЛАБОРАТОРИЙ Рахмонов И.У.1, Ниёзов Н.Н.2, Курбонов Н.Н.3, Ережепов М.Т.4
1Рахмонов Икромжон Усмонович - доктор технических наук, заведующий кафедрой;
2Ниёзов Нумон Низомиддинович - доктор философии по техническим наукам, доцент, 3Курбонов Нурбек Нурулло угли - докторант, доцент, кафедра электроснабжение, Ташкентский государственный технический университет, г. Ташкент; 4Ережепов Мадияр Тажетович - старший преподаватель, Каракалпакский государственный университет, г. Нукус, Республика Узбекистан
Аннотация: виртуальные лаборатории (ВЛ) становятся все более популярными в технических высших учебных заведениях как способ улучшить преподавание специализированных предметов. VL — это цифровая среда, которая имитирует реальное оборудование и системы, позволяя учащимся проводить эксперименты и исследования в безопасной и контролируемой среде. Настоящее исследование направлено на изучение влияния ДО на качество преподавания профильных предметов в технических вузах.
Ключевые слова: виртуальная лаборатория, технические вузы, имитационное моделирование.
UDC 623.592
Today, great attention is paid to increasing the quality of education and training personnel with high potential. It is no secret that there is a shortage of highly qualified personnel in enterprises. One of the reasons for this is that the laboratories are not well organized. Teaching in engineering requests laboratories to implement practical issues however traditional laboratories present different problems such as costly, limited resources or restricted physical access [1]. Virtual Laboratories (VLs) have become increasingly popular in technical higher education institutions as a way to enhance the teaching of specialized subjects. Students sometimes face lots of issues in traditional classes while doing risky laboratory experiments, but we may easily overcome these obstacles with the aid of Virtual Laboratories. With the help of the Virtual Laboratory, we don't have to worry about budgetary issues or lack of facilities in laboratories as the majority of schools and universities are unable to create them [2-5]. VLs are digital environments that simulate real-world equipment and systems, allowing students to perform experiments and conduct research in a safe and controlled environment.
This research employed a mixed-methods approach, including both quantitative and qualitative data collection methods. A survey was administered to a sample of students and instructors at technical higher education institutions, asking about their perceptions and experiences with VLs. Additionally, interviews were conducted with a subset of the survey participants to gather more in-depth information about the impact of VLs
on the quality of teaching. The data was analyzed using statistical techniques and thematic analysis, respectively [6-10].
The results of the survey revealed that the majority of students and instructors found VLs to be effective in enhancing the teaching of specialized subjects. Students reported that VLs allowed them to better understand the material, as they could conduct experiments and explore concepts in a more interactive and hands-on way. Instructors reported that VLs allowed them to provide more engaging and dynamic instruction, and to better assess student understanding. The interviews also revealed that VLs allowed for more efficient and effective use of class time, as students could work independently on laboratory exercises and simulations [10].
However, the results also revealed some challenges associated with the use of VLs. Some students reported difficulty navigating the virtual environment and understanding the instructions, while instructors reported that creating and maintaining VLs can be time-consuming and require specialized technical expertise.
The general architecture of virtual laboratories shows that students will have the following advantages when using VLs [7,9,11]:
1. A safe environment
2. Perform optional operations in real-time at any time
3. Run experiments at any time
4. Dramatically shortening the repetition interval of experiments
5. Avoiding abstract concepts in experiments
6. Having excellent work skills
7. Avoiding the damage of failed experiments.
The general architecture for virtual labs depicted in the first image shows that the student can sit in the position and environment of his choice, gain advanced learning skills and the seven benefits listed above.
To organize this situation, virtual laboratories are organized on the basis of 5 parts [8, 10]:
1. Smart Tutor system - this system is divided into five parts:
a) Initial categorization - divides students into categories. This part is integrated with the test part, and the test module for categorization serves as the basis;
b) Student model - in which the general page of the student works;
c) Tutor module - teacher functions are formed;
Fig. 1. General architecture for virtual labs.
d) Behavior analysis - analyzes the student in the system and the media or textbooks he is studying.
e) Knowledge Base - all information is stored
2. Media - the presentation part of all video, audio, visual materials.
3. Simulated/Remote/Virtual Laboratory - part of the development of virtual laboratories.
4. Guest system - the part of working on new users interested in the system. This part consists of 4 sections:
a) graphic environment - the department of providing a graphic environment for full explanations of the process to students;
b) Lessons - lesson organization department;
c) pedagogical actions - department of organization of pedagogical actions;
d) experiments - department for carrying out experiments;
5. Testing system - this system consists of two parts: test academic background and student. It serves to control the received state of science
The most important thing for students is to acquire excellent knowledge and skills and to perform experiments perfectly in a safe environment. That's why the reasons listed above serve as the basis for the results of the surveys.
This research has shown that VLs can have a positive impact on the quality of teaching of specialized subjects in technical higher education institutions. They allow for more interactive and hands-on learning, efficient use of class time, and better assessment of student understanding. However, it is also important to consider the challenges associated with the use of VLs, such as the need for technical expertise and the potential for difficulties in navigation and understanding of instructions. Technical higher education institutions should
consider these factors when implementing VLs in their curriculum, and offer training and support to students and instructors to ensure their effective use.
References / Список литературы
1. Martinez, Susan & Guarnizo, Jose & Avendano, Jonathan. (2021). Design and Implementation of a Remote Virtual Laboratory by Internet Applied to KUKA LBR IIWA 14 R820. 10.1007/978-3-030-53021-1_45.
2. Rahman Fozlur & Mim, Marium & Baishakhi, Feekra & Hasan, Mahmudul & Morol, Md. Kishor. (2022). A Systematic Review on Interactive Virtual Reality Laboratory.
3. Rakhmonov I. U., Kurbonov N.N. Educational simulations are factors of strengthening theoretical knowledge in quality // «Иктисодиётни ракамлаштириш шароитларида энеретиканинг долзарб муаммолари» мавзусидаги Халкаро илмий-амалий конференцияси. Бухоро шадри 24-26 ноябрь 2022 йил. 34-38 б.
4. [Electronic Resource]. URL: https://www.mathworks.com/discovery/plc-simulation.html\ (date of access: 09.01.2023).
5. Kurbonov N.N., Rakhmonov I. U. Simulation of the power supply system using industrial 4.0 wireless tools // "Тинчуринские чтения - 2022 «энергетика и цифровая трансформация" Международная молодежная научная конференция. Казан, 27-29 апреля 2022 г. 14-17 с.
6. Christou, Chris. (2010). Virtual Reality in Education. 10.4018/978-1-60566-940-3.ch012.
7. Rakhmonov I.U., Kurbonov N.N., Bijanov A.K. Types of simulators and their efficient architectures //Вестник науки и образования ISSN 2312-8089. № 9 (129). 2022 pp. 13-19.
8. Rakhmonov I.U., Kurbonov N.N., Bijanov A.K. Types of simulators and their efficient architectures // "Вестник науки и образования" ISSN 2312-8089. № 9 (129). 2022 PP. 13-19.
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10. Рахмонов И.У., Ниёзов Н.Н., Махмутхонов С.К. Эффективная архитектура симулятора для беспроводных устройств industry 4.0 // «European science» ISSN 2541-786Х, № 2 (64), 2022. 9-12 с.
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