Contribution: A distinct instructional approach to laboratory activities for power system machines, based on hybrid project-based learning (h-PBL). Students develop their own laboratory procedures and explain their results. This approach creates a positive environment to improve students’ problem-solving, and their control design and implementation skills. Background: Prior studies on undergraduate education in electric machines show that power systems control techniques are mostly approached as lectures and simulation tasks, which makes it difficult for students to apply these concepts in real situations. Several studies explored the impact of educational platforms on student learning of various power systems subjects, but further investigation is needed to analyze the influence of the instructional approaches used in applying these educational tools. Intended Outcomes: The h-PBL laboratory activities are intended to foster student learning of power system control by replacing the teacher-led approach with a focus on student-centered real-world applications. This method is also expected to improve student skills in control systems design. Application Design: Students have difficulties implementing power system control techniques in real machines since these are abstract and highly complex. The h-PBL laboratory activities allow students to transition from theory to practice by finding their own solutions to the proposed problems. Findings: The h-PBL laboratory had a positive impact on student learning and grades due to factors that include improving student’s critical sense and their problem-solving skills, providing more opportunities for peer-to-peer discussion in group h-PBL activities, and increasing students’ interest and motivation to learn through practical engineering applications.

中文翻译：

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基于项目的同步机器稳定性和控制混合学习的教育实验室方法：案例研究

贡献：一种基于混合项目学习 (h-PBL) 的电力系统机器实验室活动的独特教学方法。学生开发他们自己的实验室程序并解释他们的结果。这种方法创造了一个积极的环境，以提高学生解决问题的能力，以及他们的控制设计和实施技能。背景：先前对电机本科教育的研究表明，电力系统控制技术主要以讲座和模拟任务的形式进行，这使得学生很难将这些概念应用到实际情况中。多项研究探讨了教育平台对学生学习各种电力系统学科的影响，但需要进一步调查以分析应用这些教育工具所使用的教学方法的影响。预期成果：h-PBL 实验室活动旨在通过以学生为中心的实际应用取代教师主导的方法来促进学生对电力系统控制的学习。这种方法也有望提高学生在控制系统设计方面的技能。应用设计：学生难以在真实机器中实现电力系统控制技术，因为这些技术抽象且高度复杂。h-PBL 实验室活动允许学生通过找到自己的解决方案来解决所提出的问题，从而从理论过渡到实践。发现：