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The COVID-19 pandemic forced universities to shift their in-person lab courses to remote delivery, which presented several challenges for instructors and students. This article analyzed 33 peer-reviewed research articles to identify the various approaches taken by universities to migrate lab courses to remote platforms, as well as the difficulties encountered during the transition. The review revealed that technology and internet issues, workload constraints, academic integrity, and the overall educational experience were among the challenges faced. The authenticity and completeness of online labs were inferior to in-person labs, resulting in mixed opinions on the effectiveness of online labs. Students found labs that incorporated video recordings and simulations on a synchronous platform to be the most engaging. However, home labs provided limited hands-on experience, depending on the circumstances. Further research is required to investigate the cognitive, physical, and temporal demands posed by these technologies to develop a more compelling online lab experience.
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Thematic Insights from Focus Groups: Addressing Digital Inequalities in Remote Laboratories for Equitable Engineering Education
The integration of Remote Laboratories (RLs) into engineering education has influenced instructional methodologies. Their cost-effectiveness, low maintenance, and ease of accessibility have made them an appealing option for some educational institutions to explore inclusion in their curricula. This pedagogical shift has sparked discussions about potential digital inequalities that could emerge from the advanced technological demands of RLs. In this context, we explore the impact of digital inequalities on equitable access within Remote Laboratories (RLs). This paper builds on the findings of our previous study that involved students using a remote lab equipped with Field Programmable Gate Arrays (FPGAs). While our prior survey-based research highlighted RLs’ potential to enhance educational equity, it also suggested that the evolution of internet technology might lead to digital inequalities. These inequalities particularly affect students from low-income backgrounds who may encounter issues with internet quality and device connectivity, often exacerbated by inadequate technology maintenance, hardware problems, and logistical issues related to public access. This paper aims to further investigate these challenges through detailed focus-group discussions. These discussions are designed to explore the complexities of the challenges students face, assess the impact of remote labs across three levels of inequalities, and propose potential solutions and interventions. Data from the focus groups will elucidate the ’how’ and ’why’ behind the survey data collected from students, offering a deeper, human-centered view of their experiences with digital inequalities. Insights from this research will provide critical input for developing and assessing remote labs tailored specifically for radio-frequency communications courses.
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- Award ID(s):
- 2141798
- PAR ID:
- 10560418
- Publisher / Repository:
- American Society for Engineering Education (ASEE) Conference
- Date Published:
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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The COVID-19 pandemic forced universities to shift their in-person lab courses to remote delivery, which presented several challenges for instructors and students. This article analyzed 33 peer-reviewed research articles to identify the various approaches taken by universities to migrate lab courses to remote platforms, as well as the difficulties encountered during the transition. The review revealed that technology and internet issues, workload constraints, academic integrity, and the overall educational experience were among the challenges faced. The authenticity and completeness of online labs were inferior to in-person labs, resulting in mixed opinions on the effectiveness of online labs. Students found labs that incorporated video recordings and simulations on a synchronous platform to be the most engaging. However, home labs provided limited hands-on experience, depending on the circumstances. Further research is required to investigate the cognitive, physical, and temporal demands posed by these technologies to develop a more compelling online lab experience.more » « less
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