From abstraction to action: active learning in Control Engineering
DOI:
https://doi.org/10.17979/ja-cea.2025.46.12142Keywords:
Balance issues of theoretical-versus-practical training, Control education, education using laboratory equipment, Identification and control methods, Teaching curricula developments for control and other engineersAbstract
This paper presents a teaching experience based on the integration of Project-Based Learning (PBL) and the Flipped Classroom model in the context of Control Engineering education. The approach is structured around the use of the TCLab-based device, a low-cost temperature control platform that enables students to work directly with real physical systems. The project is organized into milestones supported by tailored educational materials, including instructional videos, project guidelines and MATLAB code templates. Student feedback, collected through a satisfaction survey, indicates a positive perception of the methodology, highlighting the value of the practical component, improved understanding of theoretical concepts, and development of real-world engineering skills. The results support the scalability and transferability of this pedagogical approach to other courses within the field of Control Engineering.
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Copyright (c) 2025 Jose M. Gonzalez-Cava, Santiago Torres Álvarez, Rafael Herrero-Álvarez, Alberto Hamilton Castro, Juan Albino Méndez Pérez
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