A Flexible Mixed Mode Educational Structure for Modern Control Systems Lab Employing MATLAB/Simulink and Hardware-Based Experiments in Erratic Teaching-Learning Contexts

Abstract

This paper presents a robust mixed-mode learning framework for the Modern Control Systems Laboratory course in indefinite didactic settings, ensuring the consistency of hands-on learning and execution of Outcome-Based Education (OBE) goals. The model assimilates physical and simulation environments for laboratory experiments by combining MATLAB/Simulink-based simulation with a few hardware-based experimental tasks. This task enables students to develop practical control system skills regardless of access constraints. There are 4 well-defined Course Outcomes (COs) that are aligned with various Program Outcomes (POs) of the Board of Accreditation for Engineering and Technical Education (BAETE). The framework emphasizes higher-order cognitive skills, such as applying, analyzing, evaluating, and creating, alongside psychomotor and affective competencies, viz. teamwork, leadership, and communication. Students engage in well-designed laboratory experiments covering various topics of control systems theory and Programmable Logic Controller (PLC) programming. These are reinforced through MATLAB/Simulink-based simulation-driven exploration and validation, bridging theoretical concepts with real-world system behavior. The assessment strategy evaluates the students’ performance holistically through multiple components, like a group-based Course Capstone Project (CPP) proposal, midterm laboratory quiz, Open-Ended Laboratory (OEL) experiment, and CPP demonstration and presentation. CPP encourages students to address complex and multidisciplinary control problems, fostering innovation and collaboration. It offers students opportunities to interact with various stakeholders to develop their presentation skills and smartness. Besides, OEL promotes Inquiry-Based Learning (IBL), requiring students to design, analyze, and optimize control systems under several constraints. The mixed-mode teaching delivery incorporates asynchronous learning resources, such as recorded demonstrations and simulation tutorials, alongside synchronous sessions for discussion, interactive question-answer session, troubleshooting, and performance evaluation. The mixed-mode teaching-learning model allows flexibility for both in-person and remote participation while maintaining rigorous evaluation standards. The mapping of COs and POs ensures key competencies, like problem finding, results analysis, teamwork, and communication skills. The integration of simulation and hardware-based learning enhances students’ ability to validate theoretical predictions. Both direct and indirect assessments of COs and POs are made through the conduct of examinations and surveys. The proposed framework demonstrates that a mixed-mode laboratory course model can effectively sustain empirical learning, improve student engagement, and ensure attainment of the course COs in resource-constrained or disrupted academic situations.