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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Shakour, Katie ; Gallagher, Eliza ; Ransom, Timothy ; Johnson, Karen ; Short, Rebecca ; Beck, Jonathan ; Chalil Madathil, Kapil ( , ATEC journal)In March 2020, students across the country experienced disruptions to their learning due to the COVID-19 crisis. Aviation Maintenance Technology Schools (AMTS) were no exception. These schools relied heavily on hands-on learning to train the next generation of aircraft maintenance technicians, but, for varying periods, students were unable to attend in-person classes and complete hands-on projects. Schools could delay learning until they could resume in-person classes, or they could switch to remote lectures and complete required projects once they returned in-person. Through a resilience engineering framework, this research explores AMTS’ responses to the crisis and the effect both disruption and institutional response had on student learning. The research team conducted 43 semi-structured interviews with administrators, instructors, and students at AMTS nationally. During these interviews, participants shared their personal and their Part 147 schools’ responses to the pandemic. Content analysis revealed that schools were under-prepared for any long-term disruption to their programs. Student learning suffered as a result. We discuss our research in relation to the effect on academic continuity and identify some ways which help mitigate disruptions.more » « less
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Short, Rebecca E. ; Gelcich, Stefan ; Little, David C. ; Micheli, Fiorenza ; Allison, Edward H. ; Basurto, Xavier ; Belton, Ben ; Brugere, Cecile ; Bush, Simon R. ; Cao, Ling ; et al ( , Nature Food)null (Ed.)