Designing Courses in Modeling and Identification of Dynamic Systems for Real-Time Assessment

In undergraduate engineering education, particularly in the area of control systems, it is vital for students to gain knowledge on the identification of linear systems. Undergraduate students need to be equipped with both theoretical understanding and practical skills in this field. The key to achieving this goal is creating an effective course design that maximizes student learning outcomes by promoting active learning and integrating diverse instructional strategies and resources. In response to this educational requirement, the present work aims at describing the design of an undergraduate course on the modeling and identification of dynamic systems based on a blended learning approach. Thanks to the course design, the traditional educational experience allows for additional practice exercises and laboratory experiments exploiting the virtual learning environment. Moreover, the integration of the online environment also enables the personalization of learning by means of automated formative and summative assessments of student learning. Initial findings from the course implementation underscore the efficacy of the blended learning approach in eliciting student engagement, offering promising implications for educational practices and pedagogical strategies.