The most well-known online platforms are Moodle, Google Classroom, Blackboard, Microsoft Teams, Zoom, Webex, etc. Therefore, it was necessary to adapt teaching resources so that students and teachers had access to virtual classrooms. At one point, it was necessary to completely change the form of teaching from full-time to online, which many schools and universities were not prepared for. The education sector is currently undergoing a difficult period caused by the global COVID-19 pandemic. In contrast, only 10% ( n = 2) of students did not solve any task. After applying the IoT remote laboratory, these numbers increased significantly and up to 50% ( n = 10) of students solved the full number of tasks. Before implementation, 45% ( n = 9) solved one problem. Before the IoT remote laboratory application, up to 30% ( n = 6) of students could not solve any task and only 25% ( n = 5) solved two tasks (full number of tasks) during the class.
As many as 53% ( n = 8) of those students who could improve their results achieved an improvement of one or up to two tasks during class. Thanks to the IoT remote laboratory implementation, students’ tasks during the lesson were improved.
The teacher has the opportunity to monitor the development of tasks and student code of the program, where the functionality of these tasks can be verified. A created IoT monitoring device monitors the students’ microcontroller pins and sends the data to the server to which the teacher is connected via the control application. The method presented in the article combines the reality and virtualization of the microprocessor technology laboratory. The article describes the implementation of IoT technology in the teaching of microprocessor technology.
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