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Engineering students apply five instructor-designed cases across a semester timeline, following steps that include reading, identifying misconceptions, proposing explanations, and supporting solutions with calculations or simulations. The cases focus on common electrical-circuit problems and guide students through scenarios involving Thevenin equivalence, loop analysis with current sources, and related misconceptions, supported by feedback collection and next-step evaluation.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/looking-ahead-advancing-engineering-education-through-case-studies-in-introductory-courses-volume-9-issue-4/589073/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/looking-ahead-advancing-engineering-education-through-case-studies-in-introductory-courses-volume-9-issue-4/589073.png","ImageObject",300,407,{"name":92,"@type":93},"Nguyễn Văn Học","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-07","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What learning approach does the article evaluate for the introductory electrical circuits course?","Question",{"text":112,"@type":113},"It evaluates case study analysis with embedded virtual experimentation, designed to strengthen hands-on learning in introductory instruction.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the five cases assigned to students?",{"text":117,"@type":113},"Students received five cases by the end of the 9th week and each student selected one case to analyze for three weeks based on personal preference.",{"name":119,"@type":110,"acceptedAnswer":120},"What types of topics do the cases address?",{"text":121,"@type":113},"The cases target common electrical-circuit problems and misconceptions, including Thevenin equivalence and the impact of current sources in loop (mesh) analysis.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589073,1792888321,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},1374402739827,"https://ap-avatar.wpscdn.com/avatar/14000c97e7351f1a627?x-image-process=image/resize,m_fixed,w_180,h_180&k=1787885694763230660","| | Ad | vances in Engineering Edu | cation |  |  |\n| --- | --- | --- | --- | --- | --- |\n|  |  |  |  | |  |\n|  |  |  |  |  |  |\n\n2021: VOLUME 9 ISSUE 4  \nLooking Ahead: Advancing Engineering Education through Case Studies in Introductory Courses  \nASHANTHI MAXWORTH University of Southern Maine  \nKey words: circuits, case-studies, active learning  \nINTRODUCTION  \nEngineering is one of the most practical fields. Regardless of the discipline, engineering students require hands-on experiences during their undergraduate studies. In addition to the standard laboratory courses, there are multiple ways of integrating the hands-on experience into undergraduate engineering curricula. Projects (Bernhard and Carstensen 2003; Cartensen and Bernhard 2009), problem-based learning (PBL) (Yadav, Subedi and Lundeberg 2011), virtual experimentation (VE)(Kolloffel and Jong 2013; Finkelstein 2005; Zacharia 2007), case study analysis (Bull, Jackson and Lancaster 2010; Campbell, Saffih and Nigim 2006), and field visits are some of those techniques. This article provides the results of the hands-on learning experience provided by case study analysis with embedded virtual experimentation at an introductory level course. Each case presented a common problem or a misconception in electrical circuits.  \nCase studies have been used in disciplines such as business, law, and medicine (Davis and Yadav 2014) . Starting in the mid-1900s, problem-based learning became a part of STEM majors (Davis and Yadav 2014) . In engineering, case study analysis is widely used in engineering ethics training and dispute resolution (Bass, Beecham and Noll 2018; Fleddermann 2000; Scharnell and Sabol 2018) . In electrical engineering, case studies were implemented in junior, senior, or graduate-level electrical circuits courses focused on a single electrical circuitry concept (Fan, Wang, Han and Sun 2013; Jenko 2012; Prabhu, Nande, Shukla and Ade 2016; Prasad and Punekar 2019; Qu and Wang 2016; Rutkowski and Moscinska 2011; Suyono, Hasanah, Kuncoro and Mokhlis 2017; Yundong, Xiaoming, Erzhi and Licheng 2000) .  \nThis paper presents the implementation of a case study analysis in an introductory level electrical circuits course. According to the author’s knowledge, this is the first time hybrid implementation of a case study analysis with problem-based learning (PBL) and virtual experimentation (VE) in an introductory level electrical circuits course globally. The student body of this course was  \n2021: VOLUME 9 ISSUE 4 1  \nADVANCES IN ENGINEERING EDUCATION  \nLooking Ahead: Advancing Engineering Education through Case Studies in Introductory Courses  \ncomprised of a diverse group of engineering disciplines including, 12 from electrical engineering, 18 from mechanical engineering, 3 from electrical-mechanical engineering, one from cybersecurity, and 4 transfer students with discipline not yet assigned. In terms of graduation standing there were 14 sophomores, 17 juniors, and 7 seniors. As mentioned above, this was an introductory electrical course, and a significant number of juniors and seniors were from non-electrical engineering majors.  \nThe following sections illustrate the cases, feedback collection method, the results from this initial implementation, and next steps.  \nMETHODS  \nCases  \nStudents received five cases by the end of the 9th week of the fall 2020 semester. Out of the five cases, each student picked one case to analyze for three weeks. Students chose the case studies according to their preferences. Together with the cases, they received the following steps on analyzing the cases. Each case was based on a common problem in electrical circuits.  \n1. Read the case study  \n2. Identify the issue or the situation  \n3. Propose your solution or the explanation  \n4. Provide calculations and/or simulations (VE) supporting your explanation  \n5. Prepare a 3-page case study analysis report  \nThe cases were uniquely designed for this course by the instructor of the course (au","cbCaimUqVsK0eyHH","https://ap.wps.com/l/cbCaimUqVsK0eyHH","pdf",332561,"English","# Introduction\n# Methods\n## Cases\n## Virtual experimentation","[{\"question\":\"What learning approach does the article evaluate for the introductory electrical circuits course?\",\"answer\":\"It evaluates case study analysis with embedded virtual experimentation, designed to strengthen hands-on learning in introductory instruction.\"},{\"question\":\"How were the five cases assigned to students?\",\"answer\":\"Students received five cases by the end of the 9th week and each student selected one case to analyze for three weeks based on personal preference.\"},{\"question\":\"What types of topics do the cases address?\",\"answer\":\"The cases target common electrical-circuit problems and misconceptions, including Thevenin equivalence and the impact of current sources in loop (mesh) analysis.\"}]","Looking Ahead - Advancing Engineering Education through Case Studies in Introductory Courses - Volume 9 - Issue 4 | PDF",1792066499,23]