Vaccination partially helped to restart full-time learning, but a virtual environment was also used. However, the described platforms in many cases cannot replace full-time teaching, especially when it comes to teaching medicine, dentistry, etc. These studies proved a high reliability of and satisfaction with the tool, which is also indicated by the fact that they had no problem adapting to the use of the Microsoft Teams platform. Another commonly used platform was Microsoft Teams teachers and students from the Universidad del Valle de México (UVM) addressed the satisfaction of using this platform during online teaching or otherwise referred to as Emergency Remote Teaching (ERT). Statistical analyses report on the use of different platforms among teachers in private and public higher education institutions, where it was found that 60% of teachers had experience with virtual platforms (Google Classroom, Moodle) before teaching online and up to 80% had training on virtual platforms, which improved teachers’ ability to work with it. Some publications state teachers’ or students’ views on the online education provided by virtual platforms, where their perception is mentioned. The most well-known online platforms are Moodle, Google Classroom, Blackboard, Microsoft Teams, Zoom, Webex, etc. Therefore, it was necessary to adapt teaching resources so that students and teachers had access to virtual classrooms. At one point, it was necessary to completely change the form of teaching from full-time to online, which many schools and universities were not prepared for. The education sector is currently undergoing a difficult period caused by the global COVID-19 pandemic. In contrast, only 10% ( n = 2) of students did not solve any task.
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After applying the IoT remote laboratory, these numbers increased significantly and up to 50% ( n = 10) of students solved the full number of tasks. Before implementation, 45% ( n = 9) solved one problem. Before the IoT remote laboratory application, up to 30% ( n = 6) of students could not solve any task and only 25% ( n = 5) solved two tasks (full number of tasks) during the class. As many as 53% ( n = 8) of those students who could improve their results achieved an improvement of one or up to two tasks during class. Thanks to the IoT remote laboratory implementation, students’ tasks during the lesson were improved.
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The teacher has the opportunity to monitor the development of tasks and student code of the program, where the functionality of these tasks can be verified. A created IoT monitoring device monitors the students’ microcontroller pins and sends the data to the server to which the teacher is connected via the control application. The method presented in the article combines the reality and virtualization of the microprocessor technology laboratory. The article describes the implementation of IoT technology in the teaching of microprocessor technology.