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COMPUTER AIDED LEARNING FOR TRANSIENT STABILITY OF ELECTRICAL POWER SYSTEMS | ||
| AL-TAQANI | ||
| Article 1, Volume 18, Issue 2, 2005, Pages 49-59 | ||
| Authors | ||
| Majli Nemaa Hawas AL-Kazrage; Abdul -Kadom Al; | ||
| Abstract | ||
| The paper aims to solve instructional problems in the study of power system transient stability. The problem appears due to the presence of complex solution procedures which require time and effort, as well as the need for instructional media by which the power system stability can be determined. To satisfy these objectives, the computer aided learning technique is used by developing an assisted computerized instructional programs according to stages of the instructional design, which involve identification of the instructional goal, the conduction of the instructional analysis, the conduction of the learners analysis, the medium’s suitability consideration, writing of the performance objectives, the criterion referenced tests development and the simulation strategy which was followed in developing of instructional strategy, in which the learner can observe the power system stability after the selection of its parameter values. Also the development of power system mathematical model, the display screen design and the flowcharts structure were achieved. Then the algorithm is implemented in BASIC using a the personal computer . The program is formatively evaluated to make the modifications on it by the conduction of the quality review and then seven staff monbers who teach thin subject matter were acked to determine the program efficiency by responding to questionnaire made for this purpose. In order to show the programs validity, twenty learners were subjected to pretest and they used the programs experimentally and then were subjected to posttest. After that the learners utility from the programs was tested by the questionnaire made for this purpose. From the evaluation we can deduce that the programs are considered to be good tools in the demonstration of the basic concepts, increasing the learners, motivation and their by responding to achievements was affected positively. | ||
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