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learning</title> <meta name="description" content="Search results for: synchronous learning"> <meta name="keywords" content="synchronous learning"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="synchronous learning"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 7381</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: synchronous learning</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7381</span> A Framework for Rating Synchronous Video E-Learning Applications</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alex%20Vakaloudis">Alex Vakaloudis</a>, <a href="https://publications.waset.org/abstracts/search?q=Juan%20Manuel%20Escano-Gonzalez"> Juan Manuel Escano-Gonzalez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Setting up a system to broadcast live lectures on the web is a procedure which on the surface does not require any serious technical skills mainly due to the facilities provided by popular learning management systems and their plugins. Nevertheless, producing a system of outstanding quality is a multidisciplinary and by no means a straightforward task. This complicatedness may be responsible for the delivery of an overall poor experience to the learners, and it calls for a formal rating framework that takes into account the diverse aspects of an architecture for synchronous video e-learning systems. We discuss the specifications of such a framework which at its final stage employs fuzzy logic technique to transform from qualitative to quantitative results. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=synchronous%20video" title="synchronous video">synchronous video</a>, <a href="https://publications.waset.org/abstracts/search?q=fuzzy%20logic" title=" fuzzy logic"> fuzzy logic</a>, <a href="https://publications.waset.org/abstracts/search?q=rating%20framework" title=" rating framework"> rating framework</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning "> e-learning </a> </p> <a href="https://publications.waset.org/abstracts/7904/a-framework-for-rating-synchronous-video-e-learning-applications" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/7904.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">560</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7380</span> Analysing Perceptions of Online Games-Based Learning: Case Study of the University of Northampton</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alison%20Power">Alison Power</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Games-based learning aims to enhance students’ engagement with and enjoyment of learning opportunities using games-related principles to create a fun yet productive learning environment. Motivating students to learn in an online setting can be particularly challenging, so a cross-Faculty synchronous online session provided students with the opportunity to engage with ‘GAMING’: an interactive, flexible and scalable e-resource for students to work synchronously in groups to complete a series of e-tivities designed to enhance their skills of leadership, collaboration and negotiation. Findings from a post-session online survey found the majority of students had a positive learning experience, finding 'GAMING' to be an innovative and engaging e-resource which motivated their group to learn. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaboration" title="collaboration">collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=games-based%20learning" title=" games-based learning"> games-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=groupwork" title=" groupwork"> groupwork</a>, <a href="https://publications.waset.org/abstracts/search?q=synchronous%20online%20learning" title=" synchronous online learning"> synchronous online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=teamwork" title=" teamwork"> teamwork</a> </p> <a href="https://publications.waset.org/abstracts/147378/analysing-perceptions-of-online-games-based-learning-case-study-of-the-university-of-northampton" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147378.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">126</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7379</span> Awareness and Utilization of E-Learning Technologies in Teaching and Learning of Human Kinetics and Health Education Courses in Nigeria Universities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ibrahim%20Laro%20ABUBAKAR">Ibrahim Laro ABUBAKAR</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study examined the Availability and Utilization of E-Learning Technologies in Teaching of Human Kinetics and Health Education courses in Nigerian Universities, specifically, Universities in Kwara State. Two purposes were formulated to guide the study from which two research questions and two hypotheses were raised. The descriptive research design was used in the research. Three Hundred respondents (100 Lecturers and 200 Students) made up the population for the study. There was no sampling, as the population of the study was not much. A structured questionnaire tagged ‘Availability and Utilization of E-Learning Technologies in Teaching and Learning Questionnaire’ (AUETTLQ) was used for data collection. The questionnaire was subjected to face and content validation, and it was equally pilot tested. The validation yielded a reliability coefficient of 0.78. The data collected from the study were statistically analyzed using frequencies and percentage count for personal data of the respondents, mean and standard deviation to answer the research questions. The null hypotheses were tested at 0.05 level of significance using the independent t-test. One among other findings of this study showed that lecturers and Student are aware of synchronous e-learning technologies in teaching and learning of Human Kinetics and Health Education but often utilize the synchronous e-learning technologies. It was recommended among others that lecturers and Students should be sensitized through seminars and workshops on the need to maximally utilize available e-learning technologies in teaching and learning of Human Kinetics and Health Education courses in Universities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=awareness" title="awareness">awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=utilization" title=" utilization"> utilization</a>, <a href="https://publications.waset.org/abstracts/search?q=E-Learning" title=" E-Learning"> E-Learning</a>, <a href="https://publications.waset.org/abstracts/search?q=technologies" title=" technologies"> technologies</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20kinetics%20synchronous" title=" human kinetics synchronous"> human kinetics synchronous</a> </p> <a href="https://publications.waset.org/abstracts/110014/awareness-and-utilization-of-e-learning-technologies-in-teaching-and-learning-of-human-kinetics-and-health-education-courses-in-nigeria-universities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/110014.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">119</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7378</span> An Investigation of the Integration of Synchronous Online Tools into Task-Based Language Teaching: The Example of SpeakApps</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nouf%20Aljohani">Nouf Aljohani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The research project described in this presentation focuses on designing and evaluating oral tasks related to students’ needs and levels to foster communication and negotiation of meaning for a group of female Saudi university students. The significance of the current research project lies in its contribution to determining the usefulness of synchronous technology-mediated interactive group discussion in improving different speaking strategies through using synchronous technology. Also, it discovers how to optimize learning outcomes, expand evaluation for online learning tasks and engaging students’ experience in evaluating synchronous interactive tools and tasks. The researcher used SpeakApps, a synchronous technology, that allows the students to practice oral interaction outside the classroom. Such a course of action was considered necessary due to low English proficiency among Saudi students. According to the author's knowledge, the main factor that causes poor speaking skills is that students do not have sufficient time to communicate outside English language classes. Further, speaking and listening course contents are not well designed to match the Saudi learning context. The methodology included designing speaking tasks to match the educational setting; a CALL framework for designing and evaluating tasks; participant involvement in evaluating these tasks in each online session; and an investigation of the factors that led to the successful implementation of Task-based Language Teaching (TBLT) and using SpeakApps. The analysis and data were drawn from the technology acceptance model surveys, a group interview, teachers’ and students’ weekly reflections, and discourse analysis of students’ interactions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=CALL%20evaluation" title="CALL evaluation">CALL evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=synchronous%20technology" title=" synchronous technology"> synchronous technology</a>, <a href="https://publications.waset.org/abstracts/search?q=speaking%20skill" title=" speaking skill"> speaking skill</a>, <a href="https://publications.waset.org/abstracts/search?q=task-based%20language%20teaching" title=" task-based language teaching"> task-based language teaching</a> </p> <a href="https://publications.waset.org/abstracts/62071/an-investigation-of-the-integration-of-synchronous-online-tools-into-task-based-language-teaching-the-example-of-speakapps" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62071.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">310</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7377</span> An Algorithm for Preventing the Irregular Operation Modes of the Drive Synchronous Motor Providing the Ore Grinding</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Baghdasaryan%20Marinka">Baghdasaryan Marinka</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The current scientific and engineering interest concerning the problems of preventing the emergency manifestations of drive synchronous motors, ensuring the ore grinding technological process has been justified. The analysis of the known works devoted to the abnormal operation modes of synchronous motors and possibilities of protection against them, has shown that their application is inexpedient for preventing the impermissible displays arising in the electrical drive synchronous motors ensuring the ore-grinding process. The main energy and technological factors affecting the technical condition of synchronous motors are evaluated. An algorithm for preventing the irregular operation modes of the electrical drive synchronous motor applied in the ore-grinding technological process has been developed and proposed for further application which gives an opportunity to provide smart solutions, ensuring the safe operation of the drive synchronous motor by a comprehensive consideration of the energy and technological factors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=synchronous%20motor" title="synchronous motor">synchronous motor</a>, <a href="https://publications.waset.org/abstracts/search?q=abnormal%20operating%20mode" title=" abnormal operating mode"> abnormal operating mode</a>, <a href="https://publications.waset.org/abstracts/search?q=electric%20drive" title=" electric drive"> electric drive</a>, <a href="https://publications.waset.org/abstracts/search?q=algorithm" title=" algorithm"> algorithm</a>, <a href="https://publications.waset.org/abstracts/search?q=energy%20factor" title=" energy factor"> energy factor</a>, <a href="https://publications.waset.org/abstracts/search?q=technological%20factor" title=" technological factor"> technological factor</a> </p> <a href="https://publications.waset.org/abstracts/122065/an-algorithm-for-preventing-the-irregular-operation-modes-of-the-drive-synchronous-motor-providing-the-ore-grinding" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/122065.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">136</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7376</span> Developing a Regulator for Improving the Operation Modes of the Electrical Drive Motor </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Baghdasaryan%20Marinka">Baghdasaryan Marinka</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The operation modes of the synchronous motors used in the production processes are greatly conditioned by the accidentally changing technological and power indices.  As a result, the electrical drive synchronous motor may appear in irregular operation regimes. Although there are numerous works devoted to the development of the regulator for the synchronous motor operation modes, their application for the motors working in the irregular modes is not expedient. In this work, to estimate the issues concerning the stability of the synchronous electrical drive system, the transfer functions of the electrical drive synchronous motors operating in the synchronous and induction modes have been obtained.  For that purpose, a model for investigating the frequency characteristics has been developed in the LabView environment. Frequency characteristics for assessing the transient process of the electrical drive system, operating in the synchronous and induction modes have been obtained, and based on their assessment, a regulator for improving the operation modes of the motor has been proposed. The proposed regulator can be successfully used to prevent the irregular modes of the electrical drive synchronous motor, as well as to estimate the operation state of the drive motor of the mechanism with a changing load. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=electrical%20drive%20system" title="electrical drive system">electrical drive system</a>, <a href="https://publications.waset.org/abstracts/search?q=synchronous%20motor" title=" synchronous motor"> synchronous motor</a>, <a href="https://publications.waset.org/abstracts/search?q=regulator" title=" regulator"> regulator</a>, <a href="https://publications.waset.org/abstracts/search?q=stability" title=" stability"> stability</a>, <a href="https://publications.waset.org/abstracts/search?q=transition%20process" title=" transition process"> transition process</a> </p> <a href="https://publications.waset.org/abstracts/105307/developing-a-regulator-for-improving-the-operation-modes-of-the-electrical-drive-motor" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/105307.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">156</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7375</span> Static Eccentricity Fault Diagnosis in Synchronous Reluctance Motor and Permanent Magnet Assisted Synchronous Reluctance Motor</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Naeimi">M. Naeimi</a>, <a href="https://publications.waset.org/abstracts/search?q=H.%20Aghazadeh"> H. Aghazadeh</a>, <a href="https://publications.waset.org/abstracts/search?q=E.%20Afjei"> E. Afjei</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Siadatan"> A. Siadatan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, a novel view of air gap magnetic field analysis of synchronous reluctance motor and permanent magnet assisted synchronous reluctance motor under static eccentricity to provide the precise fault diagnosis based on three-dimensional finite element method is presented. Analytical nature of this method makes it possible to simulate reliable and precise model by considering the end effects and axial fringing effects. The results of the three-dimensional finite element analysis of synchronous reluctance motor and permanent magnet synchronous reluctance motor such as flux linkage, flux density, and compression both of SynRM and PM-SynRM for various eccentric motor conditions are obtained and analyzed. These results present useful information regarding to the detection of static eccentricity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=synchronous%20reluctance%20motor%20%28SynRM%29" title="synchronous reluctance motor (SynRM)">synchronous reluctance motor (SynRM)</a>, <a href="https://publications.waset.org/abstracts/search?q=permanent%20magnet%20assisted%20synchronous%20reluctance%20motor%20%28PMaSynRM%29" title=" permanent magnet assisted synchronous reluctance motor (PMaSynRM)"> permanent magnet assisted synchronous reluctance motor (PMaSynRM)</a>, <a href="https://publications.waset.org/abstracts/search?q=finite%20element%20method" title=" finite element method"> finite element method</a>, <a href="https://publications.waset.org/abstracts/search?q=static%20eccentricity" title=" static eccentricity"> static eccentricity</a>, <a href="https://publications.waset.org/abstracts/search?q=fault%20analysis" title=" fault analysis"> fault analysis</a> </p> <a href="https://publications.waset.org/abstracts/87636/static-eccentricity-fault-diagnosis-in-synchronous-reluctance-motor-and-permanent-magnet-assisted-synchronous-reluctance-motor" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/87636.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">311</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7374</span> The Synchronous Online Environment: Impact on Instructor’s Empathy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lystra%20Huggins">Lystra Huggins</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The COVID-19 pandemic affected all facets of life, including pedagogical strategies and perceptual experiences for both instructors and students. While there have also been many challenges and advantages to the online teaching and learning environment, when students’ cameras are on, the daily experiences of students’ lives have been magnified during synchronous online instruction and have served to humanize them in the classroom. This means that students’ everyday experiences, now often on display on ZOOM, allow instructors to see the realities of students. They include children running, spouses walking by parents cooking or sitting on the sofa following the lecture, students at their place of employment or driving from work, or having their classroom engagement interrupted by a delivery. Students’ backgrounds and spaces create unique dynamics during synchronous instruction, which offers a holistic view of them outside academia. This research explores whether witnessing students’ daily experiences leads to empathy from their instructors and whether it results in a greater understanding of students’ challenges and circumstances. Ultimately, it will amplify instructors’ stance on the advantages of students having their cameras on during synchronous online classes to develop a connection with the instructor and a more cohesive classroom environment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=instructor%E2%80%99s%20empathy" title="instructor’s empathy">instructor’s empathy</a>, <a href="https://publications.waset.org/abstracts/search?q=synchronous%20class" title=" synchronous class"> synchronous class</a>, <a href="https://publications.waset.org/abstracts/search?q=asynchronous%20class" title=" asynchronous class"> asynchronous class</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20environment" title=" online environment"> online environment</a> </p> <a href="https://publications.waset.org/abstracts/173390/the-synchronous-online-environment-impact-on-instructors-empathy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/173390.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">96</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7373</span> Development of an Analytical Model for a Synchronous Permanent Magnet Generator</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=T.%20Sahbani">T. Sahbani</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Bouteraa"> M. Bouteraa</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20Wamkeue"> R. Wamkeue</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Wind Turbine are considered to be one of the more efficient system of energy production nowadays, a reason that leads the main industrial companies in wind turbine construction and researchers in over the world to look for better performance and one of the ways for that is the use of the synchronous permanent magnet generator. In this context, this work is about developing an analytical model that could simulate different situation in which the synchronous generator may go through, and of course this model match perfectly with the numerical and experimental model. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=MATLAB" title="MATLAB">MATLAB</a>, <a href="https://publications.waset.org/abstracts/search?q=synchronous%20permanent%20magnet%20generator" title=" synchronous permanent magnet generator"> synchronous permanent magnet generator</a>, <a href="https://publications.waset.org/abstracts/search?q=wind%20turbine" title=" wind turbine"> wind turbine</a>, <a href="https://publications.waset.org/abstracts/search?q=analytical%20model" title=" analytical model"> analytical model</a> </p> <a href="https://publications.waset.org/abstracts/23479/development-of-an-analytical-model-for-a-synchronous-permanent-magnet-generator" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23479.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">549</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7372</span> Synchronous Courses Attendance in Distance Higher Education: Case Study of a Computer Science Department</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thierry%20Eude">Thierry Eude</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The use of videoconferencing platforms adapted to teaching offers students the opportunity to take distance education courses in much the same way as traditional in-class training. The sessions can be recorded and they allow students the option of following the courses synchronously or asynchronously. Three typical profiles can then be distinguished: students who choose to follow the courses synchronously, students who could attend the course in synchronous mode but choose to follow the session off-line, and students who follow the course asynchronously as they cannot attend the course when it is offered because of professional or personal constraints. Our study consists of observing attendance at all distance education courses offered in the synchronous mode by the Computer Science and Software Engineering Department at Laval University during 10 consecutive semesters. The aim is to identify factors that influence students in their choice of attending the distance courses in synchronous mode. It was found that participation tends to be relatively stable over the years for any one semester (fall, winter summer) and is similar from one course to another, although students may be increasingly familiar with the synchronous distance education courses. Average participation is around 28%. There may be deviations, but they concern only a few courses during certain semesters, suggesting that these deviations would only have occurred because of the composition of particular promotions during specific semesters. Furthermore, course schedules have a great influence on the attendance rate. The highest rates are all for courses which are scheduled outside office hours. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attendance" title="attendance">attendance</a>, <a href="https://publications.waset.org/abstracts/search?q=distance%20undergraduate%20education%20in%20computer%20science" title=" distance undergraduate education in computer science"> distance undergraduate education in computer science</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20behavior" title=" student behavior"> student behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=synchronous%20e-learning" title=" synchronous e-learning"> synchronous e-learning</a> </p> <a href="https://publications.waset.org/abstracts/57165/synchronous-courses-attendance-in-distance-higher-education-case-study-of-a-computer-science-department" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/57165.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">284</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7371</span> Blending Synchronous with Asynchronous Learning Tools: Students’ Experiences and Preferences for Online Learning Environment in a Resource-Constrained Higher Education Situations in Uganda</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Stephen%20Kyakulumbye">Stephen Kyakulumbye</a>, <a href="https://publications.waset.org/abstracts/search?q=Vivian%20Kobusingye"> Vivian Kobusingye</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Generally, World over, COVID-19 has had adverse effects on all sectors but with more debilitating effects on the education sector. After reactive lockdowns, education institutions that could continue teaching and learning had to go a distance mediated by digital technological tools. In Uganda, the Ministry of Education thereby issued COVID-19 Online Distance E-learning (ODeL) emergent guidelines. Despite such guidelines, academic institutions in Uganda and similar developing contexts with academically constrained resource environments were caught off-guard and ill-prepared to transform from face-to-face learning to online distance learning mode. Most academic institutions that migrated spontaneously did so with no deliberate tools, systems, strategies, or software to cause active, meaningful, and engaging learning for students. By experience, most of these academic institutions shifted to Zoom and WhatsApp and instead conducted online teaching in real-time than blended synchronous and asynchronous tools. This paper provides students’ experiences while blending synchronous and asynchronous content-creating and learning tools within a technological resource-constrained environment to navigate in such a challenging Uganda context. These conceptual case-based findings, using experience from Uganda Christian University (UCU), point at the design of learning activities with two certain characteristics, the enhancement of synchronous learning technologies with asynchronous ones to mitigate the challenge of system breakdown, passive learning to active learning, and enhances the types of presence (social, cognitive and facilitatory). The paper, both empirical and experiential in nature, uses online experiences from third-year students in Bachelor of Business Administration student lectured using asynchronous text, audio, and video created with Open Broadcaster Studio software and compressed with Handbrake, all open-source software to mitigate disk space and bandwidth usage challenges. The synchronous online engagements with students were a blend of zoom or BigBlueButton, to ensure that students had an alternative just in case one failed due to excessive real-time traffic. Generally, students report that compared to their previous face-to-face lectures, the pre-recorded lectures via Youtube provided them an opportunity to reflect on content in a self-paced manner, which later on enabled them to engage actively during the live zoom and/or BigBlueButton real-time discussions and presentations. The major recommendation is that lecturers and teachers in a resource-constrained environment with limited digital resources like the internet and digital devices should harness this approach to offer students access to learning content in a self-paced manner and thereby enabling reflective active learning through reflective and high-order thinking. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=synchronous%20learning" title="synchronous learning">synchronous learning</a>, <a href="https://publications.waset.org/abstracts/search?q=asynchronous%20learning" title=" asynchronous learning"> asynchronous learning</a>, <a href="https://publications.waset.org/abstracts/search?q=active%20learning" title=" active learning"> active learning</a>, <a href="https://publications.waset.org/abstracts/search?q=reflective%20learning" title=" reflective learning"> reflective learning</a>, <a href="https://publications.waset.org/abstracts/search?q=resource-constrained%20environment" title=" resource-constrained environment"> resource-constrained environment</a> </p> <a href="https://publications.waset.org/abstracts/159931/blending-synchronous-with-asynchronous-learning-tools-students-experiences-and-preferences-for-online-learning-environment-in-a-resource-constrained-higher-education-situations-in-uganda" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/159931.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">138</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7370</span> Applicability of Linearized Model of Synchronous Generator for Power System Stability Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=J.%20Ritonja">J. Ritonja</a>, <a href="https://publications.waset.org/abstracts/search?q=B.%20Grcar"> B. Grcar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> For the synchronous generator simulation and analysis and for the power system stabilizer design and synthesis a mathematical model of synchronous generator is needed. The model has to accurately describe dynamics of oscillations, while at the same time has to be transparent enough for an analysis and sufficiently simplified for design of control system. To study the oscillations of the synchronous generator against to the rest of the power system, the model of the synchronous machine connected to an infinite bus through a transmission line having resistance and inductance is needed. In this paper, the linearized reduced order dynamic model of the synchronous generator connected to the infinite bus is presented and analysed in details. This model accurately describes dynamics of the synchronous generator only in a small vicinity of an equilibrium state. With the digression from the selected equilibrium point the accuracy of this model is decreasing considerably. In this paper, the equations’ descriptions and the parameters’ determinations for the linearized reduced order mathematical model of the synchronous generator are explained and summarized and represent the useful origin for works in the areas of synchronous generators’ dynamic behaviour analysis and synchronous generator’s control systems design and synthesis. The main contribution of this paper represents the detailed analysis of the accuracy of the linearized reduced order dynamic model in the entire synchronous generator’s operating range. Borders of the areas where the linearized reduced order mathematical model represents accurate description of the synchronous generator’s dynamics are determined with the systemic numerical analysis. The thorough eigenvalue analysis of the linearized models in the entire operating range is performed. In the paper, the parameters of the linearized reduced order dynamic model of the laboratory salient poles synchronous generator were determined and used for the analysis. The theoretical conclusions were confirmed with the agreement of experimental and simulation results. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=eigenvalue%20analysis" title="eigenvalue analysis">eigenvalue analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematical%20model" title=" mathematical model"> mathematical model</a>, <a href="https://publications.waset.org/abstracts/search?q=power%20system%20stability" title=" power system stability"> power system stability</a>, <a href="https://publications.waset.org/abstracts/search?q=synchronous%20generator" title=" synchronous generator"> synchronous generator</a> </p> <a href="https://publications.waset.org/abstracts/52086/applicability-of-linearized-model-of-synchronous-generator-for-power-system-stability-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52086.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">245</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7369</span> The Role of the Constructivist Learning Theory and Collaborative Learning Environment on Wiki Classroom and the Relationship between Them</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ibraheem%20Alzahrani">Ibraheem Alzahrani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper seeks to discover the relationship between both the social constructivist learning theory and the collaborative learning environment. This relationship can be identified through given an example of the learning environment. Due to wiki characteristics, wiki can be used to understand the relationship between constructivist learning theory and collaborative learning environment. However, several evidences will come in this paper to support the idea of why wiki is the suitable method to explore the relationship between social constructivist theory and the collaborative learning and their role in learning. Moreover, learning activities in wiki classroom will be discussed in this paper to find out the result of the learners' interaction in the classroom groups, which will be through two types of communication; synchronous and asynchronous. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20constructivist" title="social constructivist">social constructivist</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative" title=" collaborative"> collaborative</a>, <a href="https://publications.waset.org/abstracts/search?q=environment" title=" environment"> environment</a>, <a href="https://publications.waset.org/abstracts/search?q=wiki" title=" wiki"> wiki</a>, <a href="https://publications.waset.org/abstracts/search?q=activities" title=" activities"> activities</a> </p> <a href="https://publications.waset.org/abstracts/45458/the-role-of-the-constructivist-learning-theory-and-collaborative-learning-environment-on-wiki-classroom-and-the-relationship-between-them" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/45458.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">503</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7368</span> Task Space Synchronization Control of Multi-Robot Arms with Position Synchronous Method</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zijian%20Zhang">Zijian Zhang</a>, <a href="https://publications.waset.org/abstracts/search?q=Yangyang%20Dong"> Yangyang Dong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Synchronization is of great importance to ensure the multi-arm robot to complete the task. Therefore, a synchronous controller is designed to coordinate task space motion of the multi-arm in the paper. The position error, the synchronous position error, and the coupling position error are all considered in the controller. Besides, an adaptive control method is used to adjust parameters of the controller to improve the effectiveness of coordinated control performance. Simulation in the Matlab shows the effectiveness of the method. At last, a robot experiment platform with two 7-DOF (Degree of Freedom) robot arms has been established and the synchronous controller simplified to control dual-arm robot has been validated on the experimental set-up. Experiment results show the position error decreased 10% and the corresponding frequency is also greatly improved. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=synchronous%20control" title="synchronous control">synchronous control</a>, <a href="https://publications.waset.org/abstracts/search?q=space%20robot" title=" space robot"> space robot</a>, <a href="https://publications.waset.org/abstracts/search?q=task%20space%20control" title=" task space control"> task space control</a>, <a href="https://publications.waset.org/abstracts/search?q=multi-arm%20robot" title=" multi-arm robot"> multi-arm robot</a> </p> <a href="https://publications.waset.org/abstracts/97448/task-space-synchronization-control-of-multi-robot-arms-with-position-synchronous-method" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/97448.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">165</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7367</span> An Algorithm for Estimating the Stable Operation Conditions of the Synchronous Motor of the Ore Mill Electric Drive</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Baghdasaryan">M. Baghdasaryan</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Sukiasyan"> A. Sukiasyan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> An algorithm for estimating the stable operation conditions of the synchronous motor of the ore mill electric drive is proposed. The stable operation conditions of the synchronous motor are revealed, taking into account the estimation of the <em>q</em> angle change and the technological factors. The stability condition obtained allows to ensure the stable operation of the motor in the synchronous mode, taking into account the nonlinear character of the mill loading. The developed algorithm gives an opportunity to present the undesirable phenomena, arising in the electric drive system. The obtained stability condition can be successfully applied for the optimal control of the electromechanical system of the mill. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=electric%20drive" title="electric drive">electric drive</a>, <a href="https://publications.waset.org/abstracts/search?q=synchronous%20motor" title=" synchronous motor"> synchronous motor</a>, <a href="https://publications.waset.org/abstracts/search?q=ore%20mill" title=" ore mill"> ore mill</a>, <a href="https://publications.waset.org/abstracts/search?q=stability" title=" stability"> stability</a>, <a href="https://publications.waset.org/abstracts/search?q=technological%20factors" title=" technological factors"> technological factors</a> </p> <a href="https://publications.waset.org/abstracts/47401/an-algorithm-for-estimating-the-stable-operation-conditions-of-the-synchronous-motor-of-the-ore-mill-electric-drive" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/47401.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">425</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7366</span> A Brief of Survey on Use of Videoconferencing in Teaching during Quarantine Conducted in Sao Paulo</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fernanda%20Laureti%20T.%20Ferreira">Fernanda Laureti T. Ferreira</a>, <a href="https://publications.waset.org/abstracts/search?q=Kazuo%20Nishimoto"> Kazuo Nishimoto</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents a summary of the experience on videoconferencing tools that have been used to teach regular classes during this pandemic period in educational institutions in São Paulo, which tools and applications are most used and the challenges related to this mode of delivery. At this moment, the massive online education is not a choice of students or a structured development of education system, but a solution that emerged to attend urgent needs and it presents the opportunity to teach and learning available for the most students in this single time of social isolation that forced among others, this significant change for education, students, teachers, institutions and families. Distance education enables synchronous and asynchronous mode classes, and even though the current circumstances generate discomfort and uncertainty, on the other hand, there is a chance to promote a 'learning to learn'. The videoconference is a preferred choice of schools because synchronous mode to give more interaction between a group of students and teachers, but this mode requires specifics teacher competencies and skills, in addition to equipment and provision of adequate internet signal for all participants of the process. The approach is making use of known technical information about video conference tools and the results of search answered by a group of students, teachers, schools, and parents. The results presented refer to the perspectives of students and parents as respondents. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=distance%20education" title="distance education">distance education</a>, <a href="https://publications.waset.org/abstracts/search?q=interaction%20on%20education" title=" interaction on education"> interaction on education</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20classes" title=" online classes"> online classes</a>, <a href="https://publications.waset.org/abstracts/search?q=synchronous%20e-learning" title=" synchronous e-learning"> synchronous e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=videoconference" title=" videoconference"> videoconference</a> </p> <a href="https://publications.waset.org/abstracts/127640/a-brief-of-survey-on-use-of-videoconferencing-in-teaching-during-quarantine-conducted-in-sao-paulo" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/127640.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">122</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7365</span> E-Learning in Life-Long Learning: Best Practices from the University of the Aegean</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chryssi%20Vitsilaki">Chryssi Vitsilaki</a>, <a href="https://publications.waset.org/abstracts/search?q=Apostolos%20Kostas"> Apostolos Kostas</a>, <a href="https://publications.waset.org/abstracts/search?q=Ilias%20Efthymiou"> Ilias Efthymiou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents selected best practices on online learning and teaching derived from a novel and innovating Lifelong Learning program through e-Learning, which has during the last five years been set up at the University of the Aegean in Greece. The university, capitalizing on an award-winning, decade-long experience in e-learning and blended learning in undergraduate and postgraduate studies, recently expanded into continuous education and vocational training programs in various cutting-edge fields. So, in this article we present: (a) the academic structure/infrastructure which has been developed for the administrative, organizational and educational support of the e-Learning process, including training the trainers, (b) the mode of design and implementation based on a sound pedagogical framework of open and distance education, and (c) the key results of the assessment of the e-learning process by the participants, as they are used to feedback on continuous organizational and teaching improvement and quality control. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=distance%20education" title="distance education">distance education</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=life-long%20programs" title=" life-long programs"> life-long programs</a>, <a href="https://publications.waset.org/abstracts/search?q=synchronous%2Fasynchronous%20learning" title=" synchronous/asynchronous learning"> synchronous/asynchronous learning</a> </p> <a href="https://publications.waset.org/abstracts/63528/e-learning-in-life-long-learning-best-practices-from-the-university-of-the-aegean" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/63528.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">334</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7364</span> A Low-Voltage Synchronous Command for JFET Rectifiers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=P.%20Monginaud">P. Monginaud</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20C.%20Baudey"> J. C. Baudey </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The synchronous, low-voltage command for JFET Rectifiers has many applications: indeed, replacing the traditional diodes by these components allows enhanced performances in gain, linearity and phase shift. We introduce here a new bridge, including JFET associated with pull-down, bipolar command systems, and double-purpose logic gates. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=synchronous" title="synchronous">synchronous</a>, <a href="https://publications.waset.org/abstracts/search?q=rectifier" title=" rectifier"> rectifier</a>, <a href="https://publications.waset.org/abstracts/search?q=MOSFET" title=" MOSFET"> MOSFET</a>, <a href="https://publications.waset.org/abstracts/search?q=JFET" title=" JFET"> JFET</a>, <a href="https://publications.waset.org/abstracts/search?q=bipolar%20command%20system" title=" bipolar command system"> bipolar command system</a>, <a href="https://publications.waset.org/abstracts/search?q=push-pull%20circuits" title=" push-pull circuits"> push-pull circuits</a>, <a href="https://publications.waset.org/abstracts/search?q=double-purpose%20logic%20gates" title=" double-purpose logic gates"> double-purpose logic gates</a> </p> <a href="https://publications.waset.org/abstracts/4289/a-low-voltage-synchronous-command-for-jfet-rectifiers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/4289.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">365</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7363</span> Computer Aided Engineering Optimization of Synchronous Reluctance Motor and Vibro-Acoustic Analysis for Lift Systems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ezio%20Bassi">Ezio Bassi</a>, <a href="https://publications.waset.org/abstracts/search?q=Francesco%20Vercesi"> Francesco Vercesi</a>, <a href="https://publications.waset.org/abstracts/search?q=Francesco%20Benzi"> Francesco Benzi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this study is to evaluate the potentiality of synchronous reluctance motors for lift systems by also evaluating the vibroacoustic behaviour of the motor. Two types of synchronous machines are designed, analysed, and compared with an equivalent induction motor, which is the more common solution in such gearbox applications. The machines' performance are further improved with optimization procedures based on multiobjective optimization genetic algorithm (MOGA). The difference between the two synchronous motors consists in the rotor geometry; a symmetric and an asymmetric rotor design were investigated. The evaluation of the vibroacoustic performance has been conducted with a multi-variable model and finite element software taking into account electromagnetic, mechanical, and thermal features of the motor, therefore carrying out a multi-physics analysis of the electrical machine. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=synchronous%20reluctance%20motor" title="synchronous reluctance motor">synchronous reluctance motor</a>, <a href="https://publications.waset.org/abstracts/search?q=vibro-acoustic" title=" vibro-acoustic"> vibro-acoustic</a>, <a href="https://publications.waset.org/abstracts/search?q=lift%20systems" title=" lift systems"> lift systems</a>, <a href="https://publications.waset.org/abstracts/search?q=genetic%20algorithm" title=" genetic algorithm"> genetic algorithm</a> </p> <a href="https://publications.waset.org/abstracts/137796/computer-aided-engineering-optimization-of-synchronous-reluctance-motor-and-vibro-acoustic-analysis-for-lift-systems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/137796.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">178</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7362</span> A Method to Saturation Modeling of Synchronous Machines in d-q Axes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohamed%20Arbi%20Khlifi">Mohamed Arbi Khlifi</a>, <a href="https://publications.waset.org/abstracts/search?q=Badr%20M.%20Alshammari"> Badr M. Alshammari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper discusses the general methods to saturation in the steady-state, two axis (d & q) frame models of synchronous machines. In particular, the important role of the magnetic coupling between the d-q axes (cross-magnetizing phenomenon), is demonstrated. For that purpose, distinct methods of saturation modeling of dumper synchronous machine with cross-saturation are identified, and detailed models synthesis in d-q axes. A number of models are given in the final developed form. The procedure and the novel models are verified by a critical application to prove the validity of the method and the equivalence between all developed models is reported. Advantages of some of the models over the existing ones and their applicability are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cross-magnetizing" title="cross-magnetizing">cross-magnetizing</a>, <a href="https://publications.waset.org/abstracts/search?q=models%20synthesis" title=" models synthesis"> models synthesis</a>, <a href="https://publications.waset.org/abstracts/search?q=synchronous%20machine" title=" synchronous machine"> synchronous machine</a>, <a href="https://publications.waset.org/abstracts/search?q=saturated%20modeling" title=" saturated modeling"> saturated modeling</a>, <a href="https://publications.waset.org/abstracts/search?q=state-space%20vectors" title=" state-space vectors"> state-space vectors</a> </p> <a href="https://publications.waset.org/abstracts/31947/a-method-to-saturation-modeling-of-synchronous-machines-in-d-q-axes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31947.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">454</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7361</span> Chaotic Search Optimal Design and Modeling of Permanent Magnet Synchronous Linear Motor</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yang%20Yi-Fei">Yang Yi-Fei</a>, <a href="https://publications.waset.org/abstracts/search?q=Luo%20Min-Zhou"> Luo Min-Zhou</a>, <a href="https://publications.waset.org/abstracts/search?q=Zhang%20Fu-Chun"> Zhang Fu-Chun</a>, <a href="https://publications.waset.org/abstracts/search?q=He%20Nai-Bao"> He Nai-Bao</a>, <a href="https://publications.waset.org/abstracts/search?q=Xing%20Shao-Bang"> Xing Shao-Bang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents an electromagnetic finite element model of permanent magnet synchronous linear motor and distortion rate of the air gap flux density waveform is analyzed in detail. By designing the sample space of the parameters, nonlinear regression modeling of the orthogonal experimental design is introduced. We put forward for possible air gap flux density waveform sine electromagnetic scheme. Parameters optimization of the permanent magnet synchronous linear motor is also introduced which is based on chaotic search and adaptation function. Simulation results prove that the pole shifting does not affect the motor back electromotive symmetry based on the structural parameters, it provides a novel way for the optimum design of permanent magnet synchronous linear motor and other engineering. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=permanent%20magnet%20synchronous%20linear%20motor" title="permanent magnet synchronous linear motor">permanent magnet synchronous linear motor</a>, <a href="https://publications.waset.org/abstracts/search?q=finite%20element%20analysis" title=" finite element analysis"> finite element analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=chaotic%20search" title=" chaotic search"> chaotic search</a>, <a href="https://publications.waset.org/abstracts/search?q=optimization%20design" title=" optimization design"> optimization design</a> </p> <a href="https://publications.waset.org/abstracts/48599/chaotic-search-optimal-design-and-modeling-of-permanent-magnet-synchronous-linear-motor" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48599.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">417</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7360</span> Using the Synchronous Online Flipped Learning Approach to Facilitate Student Podcasting</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yasmeen%20Coaxum">Yasmeen Coaxum</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The year 2020 became synonymous with the words “Emergency Remote Teaching,” which was imposed upon educators during the COVID-19 pandemic. Consequently, teachers were compelled to find new and engaging ways to educate their students outside of the face-to-face classroom setting. Now online instruction has become more of the norm rather than a way to manage educational expectations during a crisis. Therefore, implementing a strategic way to create online environments for students to thrive, create, and fully engage in their learning process is essential. The Synchronous Online Flipped Learning Approach or SOFLA® is a distance learning model that most closely replicates actual classroom teaching. SOFLA® includes structured, interactive, multimodal activities in an eight-step learning cycle with both asynchronous and synchronous components that foster autonomous and interactive learning among today’s online learners. The results of a pilot study in an Intensive English Program at a university, using SOFLA® methodology to facilitate podcasting in an online learning environment will be shared. Previous findings on student-produced podcasting projects have shown that students felt they improved their pronunciation, vocabulary, and speaking skills. However, few if any studies have been conducted on using a structured online flipped learning approach to facilitate such projects. Therefore, the purpose of this study is to assess the effect of using the SOFLA® framework to enhance optimum engagement in the online environment while using podcasts as the primary tool of instruction. Through data from interviews, questionnaires, and the results of formative and summative assessments, this study also investigates the affective and academic impact this flipped learning method combined with podcasting has on the students in terms of speaking confidence and vocabulary retention, and production. The steps of SOFLA will be illustrated, a video demonstration of the Anchor podcasting app will be shown, and final student projects and questionnaire responses will be shared. The specific context is a 14-week advanced level conversation and listening class. Participants vary in age but are all adult language learners representing a diverse array of countries. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mall%20online%20flipped%20learning" title="mall online flipped learning">mall online flipped learning</a>, <a href="https://publications.waset.org/abstracts/search?q=podcasting" title=" podcasting"> podcasting</a>, <a href="https://publications.waset.org/abstracts/search?q=productive%20vocabulary" title=" productive vocabulary"> productive vocabulary</a> </p> <a href="https://publications.waset.org/abstracts/144095/using-the-synchronous-online-flipped-learning-approach-to-facilitate-student-podcasting" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144095.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">175</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7359</span> Sliding Mode Power System Stabilizer for Synchronous Generator Stability Improvement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=J.%20Ritonja">J. Ritonja</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20Brezovnik"> R. Brezovnik</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Petrun"> M. Petrun</a>, <a href="https://publications.waset.org/abstracts/search?q=B.%20Polaj%C5%BEer"> B. Polajžer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Many modern synchronous generators in power systems are extremely weakly damped. The reasons are cost optimization of the machine building and introduction of the additional control equipment into power systems. Oscillations of the synchronous generators and related stability problems of the power systems are harmful and can lead to failures in operation and to damages. The only useful solution to increase damping of the unwanted oscillations represents the implementation of the power system stabilizers. Power system stabilizers generate the additional control signal which changes synchronous generator field excitation voltage. Modern power system stabilizers are integrated into static excitation systems of the synchronous generators. Available commercial power system stabilizers are based on linear control theory. Due to the nonlinear dynamics of the synchronous generator, current stabilizers do not assure optimal damping of the synchronous generator’s oscillations in the entire operating range. For that reason the use of the robust power system stabilizers which are convenient for the entire operating range is reasonable. There are numerous robust techniques applicable for the power system stabilizers. In this paper the use of sliding mode control for synchronous generator stability improvement is studied. On the basis of the sliding mode theory, the robust power system stabilizer was developed. The main advantages of the sliding mode controller are simple realization of the control algorithm, robustness to parameter variations and elimination of disturbances. The advantage of the proposed sliding mode controller against conventional linear controller was tested for damping of the synchronous generator oscillations in the entire operating range. Obtained results show the improved damping in the entire operating range of the synchronous generator and the increase of the power system stability. The proposed study contributes to the progress in the development of the advanced stabilizer, which will replace conventional linear stabilizers and improve damping of the synchronous generators. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=control%20theory" title="control theory">control theory</a>, <a href="https://publications.waset.org/abstracts/search?q=power%20system%20stabilizer" title=" power system stabilizer"> power system stabilizer</a>, <a href="https://publications.waset.org/abstracts/search?q=robust%20control" title=" robust control"> robust control</a>, <a href="https://publications.waset.org/abstracts/search?q=sliding%20mode%20control" title=" sliding mode control"> sliding mode control</a>, <a href="https://publications.waset.org/abstracts/search?q=stability" title=" stability"> stability</a>, <a href="https://publications.waset.org/abstracts/search?q=synchronous%20generator" title=" synchronous generator"> synchronous generator</a> </p> <a href="https://publications.waset.org/abstracts/99856/sliding-mode-power-system-stabilizer-for-synchronous-generator-stability-improvement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/99856.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">224</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7358</span> Synchronous Generator in Case Voltage Sags for Different Loads</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Benalia%20Nadia">Benalia Nadia</a>, <a href="https://publications.waset.org/abstracts/search?q=Bensiali%20Nadia"> Bensiali Nadia</a>, <a href="https://publications.waset.org/abstracts/search?q=Zezouri%20Noura"> Zezouri Noura </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper studies the effects of voltage sags, both symmetrical and unsymmetrical, on the three-phase Synchronous Machine (SM) when powering an isolate load or infinite bus bar. The vast majority of the electrical power generation systems in the world is consist of synchronous generators coupled to the electrical network though a transformer. Voltage sags on SM cause speed variations, current and torque peaks and hence may cause tripping and equipment damage. The consequences of voltage sags in the machine behavior depends on different factors such as its magnitude (or depth), duration , the parameters of the machine and also the size of load. In this study, we consider the machine feeds an infinite bus bar in the first and the isolate load using symmetric and asymmetric defaults to see the behavior of the machine in both case the simulation have been used on SIMULINK MATLAB. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=power%20quality" title="power quality">power quality</a>, <a href="https://publications.waset.org/abstracts/search?q=voltage%20sag" title=" voltage sag"> voltage sag</a>, <a href="https://publications.waset.org/abstracts/search?q=synchronous%20generator" title=" synchronous generator"> synchronous generator</a>, <a href="https://publications.waset.org/abstracts/search?q=infinite%20system" title=" infinite system"> infinite system</a> </p> <a href="https://publications.waset.org/abstracts/21583/synchronous-generator-in-case-voltage-sags-for-different-loads" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21583.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">679</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7357</span> Effects of Synchronous Music in Gymnastics' Motor Skill Performance among Undergraduate Female Students in Physical Education College</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sanaa%20Ali%20Ahmed%20Alrashid">Sanaa Ali Ahmed Alrashid</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study aimed to investigate the effect of synchronous music in gymnastics' motor skill performance among undergraduate female students in physical education college at Basra University. The researcher used an experimental design. 20 female students of physical education divided equally into two groups, (10)experimental group with music, (10) control group without music. All participants complete 8 weeks in testing. Data analysis based on T-test shows a significant difference at (α = 0.05) in all skills level between experimental and control groups in favor of the experimental group. Results of this study contribute to developing the role of synchronous music in improving gymnastic skills performance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=performance" title="performance">performance</a>, <a href="https://publications.waset.org/abstracts/search?q=motor%20skill" title=" motor skill"> motor skill</a>, <a href="https://publications.waset.org/abstracts/search?q=music" title=" music"> music</a>, <a href="https://publications.waset.org/abstracts/search?q=synchronous" title=" synchronous "> synchronous </a> </p> <a href="https://publications.waset.org/abstracts/35494/effects-of-synchronous-music-in-gymnastics-motor-skill-performance-among-undergraduate-female-students-in-physical-education-college" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/35494.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">483</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7356</span> The Design, Control and Dynamic Performance of an Interior Permanent Magnet Synchronous Generator for Wind Power System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Olusegun%20Solomon">Olusegun Solomon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper describes the concept for the design and maximum power point tracking control for an interior permanent magnet synchronous generator wind turbine system. Two design concepts are compared to outline the effect of magnet design on the performance of the interior permanent magnet synchronous generator. An approximate model that includes the effect of core losses has been developed for the machine to simulate the dynamic performance of the wind energy system. An algorithm for Maximum Power Point Tracking control is included to describe the process for maximum power extraction. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=permanent%20magnet%20synchronous%20generator" title="permanent magnet synchronous generator">permanent magnet synchronous generator</a>, <a href="https://publications.waset.org/abstracts/search?q=wind%20power%20system" title=" wind power system"> wind power system</a>, <a href="https://publications.waset.org/abstracts/search?q=wind%20turbine" title=" wind turbine"> wind turbine</a> </p> <a href="https://publications.waset.org/abstracts/65956/the-design-control-and-dynamic-performance-of-an-interior-permanent-magnet-synchronous-generator-for-wind-power-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/65956.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">221</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7355</span> Avatar Creation for E-Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Najib%20Osman">M. Najib Osman</a>, <a href="https://publications.waset.org/abstracts/search?q=Hanafizan%20Hussain"> Hanafizan Hussain</a>, <a href="https://publications.waset.org/abstracts/search?q=Sri%20Kusuma%20Wati%20Mohd%20Daud"> Sri Kusuma Wati Mohd Daud</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Avatar was used as user’s symbol of identity in online communications such as Facebook, Twitter, online game, and portal community between unknown people. The development of this symbol is the use of animated character or avatar, which can engage learners in a way that draws them into the e-Learning experience. Immersive learning is one of the most effective learning techniques, and animated characters can help create an immersive environment. E-learning is an ideal learning environment using modern means of information technology, through the effective integration of information technology and the curriculum to achieve, a new learning style which can fully reflect the main role of the students to reform the traditional teaching structure thoroughly. Essential in any e-learning is the degree of interactivity for the learner, and whether the learner is able to study at any time, or whether there is a need for the learner to be online or in a classroom with other learners at the same time (synchronous learning). Ideally, e-learning should engage the learners, allowing them to interact with the course materials, obtaining feedback on their progress and assistance whenever it is required. However, the degree of interactivity in e-learning depends on how the course has been developed and is dependent on the software used for its development, and the way the material is delivered to the learner. Therefore, users’ accessibility that allows access to information at any time and places and their positive attitude towards e-learning such as having interacting with a good teacher and the creation of a more natural and friendly environment for e-learning should be enhanced. This is to motivate their learning enthusiasm and it has been the responsibility of educators to incorporate new technology into their ways of teaching. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=avatar" title="avatar">avatar</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=students%27%20perception" title=" students' perception"> students' perception</a> </p> <a href="https://publications.waset.org/abstracts/70568/avatar-creation-for-e-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70568.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">411</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7354</span> Integrating Student Engagement Activities into the Learning Process</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yingjin%20Cui">Yingjin Cui</a>, <a href="https://publications.waset.org/abstracts/search?q=Xue%20Bai"> Xue Bai</a>, <a href="https://publications.waset.org/abstracts/search?q=Serena%20Reese"> Serena Reese</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Student engagement and student interest during class instruction are important conditions for active learning. Engagement, which has an important relationship with learning motivation, influences students' levels of persistence in overcoming challenges. Lack of student engagement and absence from face-to-face lectures and tutorials, in turn, can lead to poor academic performance. However, keeping students motivated and engaged in the learning process in different instructional modes poses a significant challenge; students can easily become discouraged from attending lectures and tutorials across both online and face-to-face settings. Many factors impact students’ engagement in the learning process. If you want to keep students focused on learning, you have to invite them into the process of helping themselves by providing an active learning environment. Active learning is an excellent technique for enhancing student engagement and participation in the learning process because it provides means to motivate the student to engage themselves in the learning process through reflection, analyzing, applying, and synthesizing the material they learn during class. In this study, we discussed how to create an active learning class (both face-to-face and synchronous online) through engagement activities, including reflection, collaboration, screen messages, open poll, tournament, and transferring editing roles. These activities will provide an uncommon interactive learning environment that can result in improved learning outcomes. To evaluate the effectiveness of those engagement activities in the learning process, an experimental group and a control group will be explored in the study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=active%20learning" title="active learning">active learning</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20performance" title=" academic performance"> academic performance</a>, <a href="https://publications.waset.org/abstracts/search?q=engagement%20activities" title=" engagement activities"> engagement activities</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20motivation" title=" learning motivation"> learning motivation</a> </p> <a href="https://publications.waset.org/abstracts/147966/integrating-student-engagement-activities-into-the-learning-process" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147966.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">149</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7353</span> The Use of Flipped Classroom as a Teaching Method in a Professional Master's Program in Network, in Brazil</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Carla%20Teixeira">Carla Teixeira</a>, <a href="https://publications.waset.org/abstracts/search?q=Diana%20Azevedo"> Diana Azevedo</a>, <a href="https://publications.waset.org/abstracts/search?q=Jonatas%20Bessa"> Jonatas Bessa</a>, <a href="https://publications.waset.org/abstracts/search?q=Maria%20Guilam"> Maria Guilam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The flipped classroom is a blended learning modality that combines face-to-face and virtual activities of self-learning, mediated by digital information and communication technologies, which reverses traditional teaching approaches and presents, as a presupposition, the previous study of contents by students. In the following face-to-face activities, the contents are discussed, producing active learning. This work aims to describe the systematization process of the use of flipped classrooms as a method to develop complementary national activities in PROFSAÚDE, a professional master's program in the area of public health, offered as a distance learning course, in the network, in Brazil. The complementary national activities were organized with the objective of strengthening and qualifying students´ learning process. The network gathers twenty-two public institutions of higher education in the country. Its national coordination conducted a survey to detect complementary educational needs, supposed to improve the formative process and align important content sums for the program nationally. The activities were organized both asynchronously, making study materials available in Google classrooms, and synchronously in a tele presential way, organized on virtual platforms to reach the largest number of students in the country. The asynchronous activities allowed each student to study at their own pace and the synchronous activities were intended for deepening and reflecting on the themes. The national team identified some professors' areas of expertise, who were contacted for the production of audiovisual content such as video classes and podcasts, guidance for supporting bibliographic materials and also to conduct synchronous activities together with the technical team. The contents posted in the virtual classroom were organized by modules and made available before the synchronous meeting; these modules, in turn, contain “pills of experience” that correspond to reports of teachers' experiences in relation to the different themes. In addition, activity was proposed, with questions aimed to expose doubts about the contents and a learning challenge, as a practical exercise. Synchronous activities are built with different invited teachers, based on the participants 'discussions, and are the forum where teachers can answer students' questions, providing feedback on the learning process. At the end of each complementary activity, an evaluation questionnaire is available. The responses analyses show that this institutional network experience, as pedagogical innovation, provides important tools to support teaching and research due to its potential in the participatory construction of learning, optimization of resources, the democratization of knowledge and sharing and strengthening of practical experiences on the network. One of its relevant aspects was the thematic diversity addressed through this method. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=active%20learning" title="active learning">active learning</a>, <a href="https://publications.waset.org/abstracts/search?q=flipped%20classroom" title=" flipped classroom"> flipped classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=network%20education%20experience" title=" network education experience"> network education experience</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogic%20innovation" title=" pedagogic innovation"> pedagogic innovation</a> </p> <a href="https://publications.waset.org/abstracts/137197/the-use-of-flipped-classroom-as-a-teaching-method-in-a-professional-masters-program-in-network-in-brazil" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/137197.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">159</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7352</span> Optimal Tuning of RST Controller Using PSO Optimization for Synchronous Generator Based Wind Turbine under Three-Phase Voltage Dips</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=K.%20Tahir">K. Tahir</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20Belfedal"> C. Belfedal</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20Allaoui"> T. Allaoui</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20Gerard"> C. Gerard</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Doumi"> M. Doumi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, we presented an optimized RST controller using Particle Swarm Optimization (PSO) meta-heuristic technique of the active and reactive power regulation of a grid connected wind turbine based on a wound field synchronous generator. This regulation is achieved below the synchronous speed, by means of a maximum power point tracking algorithm. The control of our system is tested under typical wind variations and parameters variation, fault grid condition by simulation. Some results are presented and discussed to prove simplicity and efficiency of the WRSG control for WECS. On the other hand, according to simulation results, variable speed driven WRSG is not significantly impacted in fault conditions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=wind%20energy" title="wind energy">wind energy</a>, <a href="https://publications.waset.org/abstracts/search?q=particle%20swarm%20optimization" title=" particle swarm optimization"> particle swarm optimization</a>, <a href="https://publications.waset.org/abstracts/search?q=wound%20rotor%20synchronous%20generator" title=" wound rotor synchronous generator"> wound rotor synchronous generator</a>, <a href="https://publications.waset.org/abstracts/search?q=power%20control" title=" power control"> power control</a>, <a href="https://publications.waset.org/abstracts/search?q=RST%20controller" title=" RST controller"> RST controller</a>, <a href="https://publications.waset.org/abstracts/search?q=maximum%20power%20point%20tracking" title=" maximum power point tracking"> maximum power point tracking</a> </p> <a href="https://publications.waset.org/abstracts/12646/optimal-tuning-of-rst-controller-using-pso-optimization-for-synchronous-generator-based-wind-turbine-under-three-phase-voltage-dips" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12646.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">451</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=synchronous%20learning&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=synchronous%20learning&page=3">3</a></li> <li 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