On the viability of supporting institutional sharing of remote laboratory facilities

Lowe, David; Dang, Bridgette; Daniel, K. Fred; Murray, Stephen L.; Lindsay, Euan

doi:10.1080/03043797.2014.1001815

Cited by 9 publications

(6 citation statements)

References 17 publications

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“…Inclusion is another feature that characterises many remote laboratories where the facilities' geographical location does not need to coincide with the users' site. Therefore, the equipment can be shared on a national (Lowe et al, 2015;Pradarelli et al, 2009) or global (Bonnaud et al, 2008;Qiao et al, 2010) scale with a breakdown of costs. Moreover, thanks to the different time zone (for example, between Australia and Europe), students worldwide can be run experiments 24/7 (Ku et al, 2011).…”

Section: Introductionmentioning

confidence: 99%

The Educational Benefit of a Remote Automatic Control Laboratory. A Win-Win Collaboration between Asia and Europe

et al. 2022

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This project aims to implement a Remote European Asian Lab, an Automatic Control remote laboratory, in the joint academic cooperation framework between two universities located in Europe and Central Asia. Emphasis is given to the inclusive solution of a shared teaching facility and its learning achievements into a bachelor course (Uzbekistan) and a master course (Italy) to foresee a better education quality. The different cultural and social contexts allow (a) the evaluation of the effect obtained by introducing a remote laboratory experience in a course entirely theoretical, and (b) the shift from a physical laboratories experience to a remote one. Students are first introduced to this laboratory by the lecturer in dedicated classes. Then students can independently access it 24/7 by simply booking a specific station for a time slot. From the analysis comes out that remote laboratory experiences positively impact learning achievements. The benefits of the remote environment are perfectly comparable with the ones obtained from the physical laboratory activities.

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Section: Introductionmentioning

confidence: 99%

The Educational Benefit of a Remote Automatic Control Laboratory. A Win-Win Collaboration between Asia and Europe

et al. 2022

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“…Furthermore, the rapid computer development of recent years has given rise to the widespread use of online education, which has, in turn, introduced numerous changes to engineering laboratories. On many occasions, engineering professors have tested the use of remote and simulated laboratories in place of the traditional, hands‐on laboratories.…”

Section: Introductionmentioning

confidence: 99%

Designing a holistic process of learning for implementing sustainability: An experience in an engineering doctoral program

Regueiro

Crespo

Míguez‐Álvarez

et al. 2019

Comp Applic In Engineering

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Education is a key element of reaching sustainability. The incorporation of sustainability into doctoral programs can be promoted using new learning methods through the practices carried out by the PhD students. These methods include learning by doing, blended learning, collaborative learning, and project based learning, all of which are presented in the practical experience described in this article. This study describes the training that students receive in the doctoral program “Energy Efficiency and Sustainability in Engineering and Architecture,” which is offered in the Engineering School at the University of Vigo. The study includes an analysis of the facility and its operations, the teaching methods used and the students' perceptions of sustainability's incorporation into the program. In this practice, students worked with an experimental facility that could be controlled and supervised both manually and remotely. Students performed numerous tasks, including studying the main problems related to the combustion of biomass and its impact on sustainable development. On the one hand, students have used different measuring devices to control and monitor facilities, and, on the other hand, they have discussed and analyzed data, thereby improving the work capacity with the facility equipment, team work skill and communication with each other effectively. As a conclusion, students showed sincere interest in development of the practice, and they participated actively in each of its phases. The learning methodology used was found to increase student motivation.

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“…In engineering and science, teaching laboratories play an important role in developing the skills and knowledge of students, as identified in numerous studies across many STEM disciplines (Khan, Al-Doussari, and Al-Kahtani 2002;Feisel and Rosa 2005;Deacon and Hajek 2010;O'Toole et al 2012;Rathod and Kalbande 2016). Learning in the laboratory can be conducted by undertaking experiments on campus, remotely or via computer simulations (Abdulwahed and Nagy 2009;Koretsky, Kelly, and Gummer 2011;Lowe et al 2015). Student development in the laboratory includes the development of conceptual thinking, enabling scientific discovery, and inquiry based learning across the cognitive, psychomotor, and affective domains (O'Toole et al 2012;Salim et al 2013).…”

Section: Introductionmentioning

confidence: 99%

Maximising resource allocation in the teaching laboratory: understanding student evaluations of teaching assistants in a team-based teaching format

Nikolic

Suesse

McCarthy

et al. 2017

European Journal of Engineering Education

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Minimal research papers have investigated the use of student evaluations on the laboratory, a learning medium usually run by teaching assistants with little control of the content, delivery and equipment. Finding the right mix of teaching assistants for the laboratory can be an onerous task due to the many skills required including theoretical and practical know-how, troubleshooting, safety and class management. Using larger classes with multiple teaching assistants, a team-based teaching (TBT) format may be advantageous. A rigorous three-year study across twenty-five courses over repetitive laboratory classes is analysed using a multi-level statistical model considering students, laboratory classes and courses. The study is used to investigate the effectiveness of the TBT format, and quantify the influence each demonstrator has on the laboratory experience. The study found that TBT is effective and the lead demonstrator most influential, influencing up to 55% of the laboratory experience evaluation.

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On the viability of supporting institutional sharing of remote laboratory facilities

Cited by 9 publications

References 17 publications

The Educational Benefit of a Remote Automatic Control Laboratory. A Win-Win Collaboration between Asia and Europe

The Educational Benefit of a Remote Automatic Control Laboratory. A Win-Win Collaboration between Asia and Europe

Designing a holistic process of learning for implementing sustainability: An experience in an engineering doctoral program

Maximising resource allocation in the teaching laboratory: understanding student evaluations of teaching assistants in a team-based teaching format

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