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Issue No. 04 - October-December (2009 vol. 2)
ISSN: 1939-1382
pp: 275-288
Drago Cmuk , University of Zagreb, Zagreb
Tarik Mutapcic , University of Zagreb, Zagreb
Ivan Bilic , University of Zagreb, Zagreb
Emersion of Websites that enable users to easily participate in creation of their content moved individuals on a scale rarely seen before. Web 2.0 transformed the passive reader into an active user and millions of users were drawn into a community previously reserved for professionals only. Users became able to experiment with data, collaborate with other users, and add value to a community of users. A similar revolution is needed in the electrical engineering education. In this field, courses offer a significant amount of theory and generally an unstimulating content to the students. Remote laboratories (RLs) could, however, make a difference. Instead of being passive collectors of the theory, students could become active builders of their own knowledge. At this point, the design of such a laboratory becomes important. Without a detailed user-oriented design, RL could have a counterproductive effect, generating frustration instead of motivation. A team of researchers used the QFD method to translate multidimensional and interdependent user requirements into the RL design model—MIRACLE. The MIRACLE model is based on survey results, instructional design, and good e-learning practice, and as such this model brings satisfaction, raises effectiveness and motivation, and makes electrical engineering courses appealing to students.
Remote laboratory, e-learning, user-oriented design.

D. Cmuk, I. Bilic and T. Mutapcic, "MIRACLE—Model for Integration of Remote Laboratories in Courses that Use Laboratory and e-Learning Systems," in IEEE Transactions on Learning Technologies, vol. 2, no. , pp. 275-288, 2009.
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