Online learning
Can remote labs teach engineering concepts as well?
Open access · cc by · source: Europe PMC
Remote universal testing machine labs improved conceptual understanding beyond physical labs alone for mechanical engineering undergraduates.
Key findings
Pre-test conceptual scores did not differ significantly between groups. After physical-lab work, average conceptual scores rose sharply, and completing the same experiment on the remote platform produced a further gain for a large cumulative increase. Remote students finished assignments in less time, while physical labs showed more student-student interaction.
Methodology
Researchers compared physical-lab and remote-triggerable universal testing machine platforms with two randomly grouped cohorts of second-year mechanical engineering students. Students completed a conceptual understanding questionnaire worth up to fourteen points before and after lab experiences, and the team also examined interactivity patterns and platform effectiveness using transactional-distance ideas.
Limitations
Participants came from one mechanical engineering course using a specific UTM setup, so results may not transfer to other labs or disciplines. Sequencing physical then remote experience for one pathway limits claims about remote-only first exposure and long-term retention.
How this study connects
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