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ViPLab: A Virtual Programming Laboratory for Mathematics and Engineering

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Interactive Technology and Smart Education Volume 9, Number 4, ISSN 1741-5659


Purpose: In the process of the implementation of the eBologna program and the recent change of the university system, curricula at German universities have been redesigned; courses have been condensed and learning content has been re-structured into modules, each of which requires an evaluation. Simultaneously, skills required for working in research and development changed; knowledge of mathematical or numerical algorithms and programming skills play an increasingly important role in the daily job routine of the working engineer. The purpose of this paper is to describe, implement and test a new course on numerical simulations along with a new software infrastructure, addressing this predicament. Design/methodology/approach: To support learning by practical exercises, engineering faculties, the faculties of mathematics and physics, and the Computing Center of the University of Stuttgart setup a project for implementing an online programming lab for teaching the required skills. The focus of this project is to provide easy access to the necessary software tools, to avoid the overhead of installation and maintenance, and to seamlessly integrate these tools into the e-learning infrastructure of the university. Findings: Student evaluations showed a high acceptance of the project and the developed software is now well-accepted and taken as a self-evident part of the homework routine. Originality/value: An online programming lab that integrates seamlessly into the e-learning infrastructure of the university and is platform and system independent by following the established SCORM standard. (Contains 3 figures, 1 table and 2 notes.)


Richter, T., Rudlof, S., Adjibadji, B., Bernlohr, H., Gruninger, C., Munz, C.D., Stock, A., Rohde, C. & Helmig, R. (2012). ViPLab: A Virtual Programming Laboratory for Mathematics and Engineering. Interactive Technology and Smart Education, 9(4), 246-262. Retrieved February 16, 2019 from .

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