Remote labs in higher engineering education: engaging students with active learning pedagogy.

Area of Science:

• Engineering Education
• Experiential Learning
• Online Laboratories

Background:

• Laboratories are vital for experiential learning in engineering education.
• Online laboratories, including virtual and remote labs, are increasingly used.
• Remote labs offer access to physical equipment but challenge student engagement.

Purpose of the Study:

• To identify how active learning pedagogy in remote lab assignments supports student engagement.
• To promote the transfer of theoretical knowledge to practical skills in higher engineering education.
• To answer: What impact does active learning pedagogy have on student engagement with remote labs?

Main Methods:

• A case study approach was employed in two higher engineering education courses (systems and control).
• Data collection included digital traces, course evaluations, interviews, and observations.
• Analysis focused on student engagement within a remote lab setting.

Main Results:

• Remote labs necessitate student self-regulation and scheduling.
• Open-ended lab assignments created a 'need-to-know,' driving engagement with lab content and theory.
• Effective engagement requires structured assignments, preparation, teamwork, feedback, and reflection.

Conclusions:

• Active learning pedagogies, particularly structured open-ended assignments, significantly boost engagement in remote engineering labs.
• Support, clear instructions, and pre-structuring of activities are essential for successful remote lab utilization.
• Pedagogical strategies are key to leveraging remote labs for enhanced theoretical-to-practical skill transfer.