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- In a study comparing learning outcomes between remote/virtual labs and traditional labs, Brinson (2015) concluded that virtual/remote labs showed equal or greater outcome achievement. The Knowledge and understanding (K) outcome of the KIPPAS tool is most frequently assessed whereas quizzes/exams are the most frequently used tools for evaluating outcome achievement.
- Scott, Khoo, Peter, and Round (2016) stated that using videos for lecture delivery is the most helpful activity in a first-year electronic engineering course. Findings suggested that students are more on tasks in the labs and the problem exercises worked well.
- Lawanto et al., (2014) reported that when students find the course activity important and interesting, student performance would increase. That means the course designer may consider constructing a learning environment that highlights the importance and utility of the course (e.g., provision of rationale for online course activities)
Platform (Online Labs)
- Okutsu, DeLaurentis, Brophy, and Lambert (2013) reported that the exam scores of the virtual-world group and the real-world group did not find significant difference between the two groups, indicating that the virtual-world is a feasible platform to teach early engineering courses.
- Potkonjak et al., (2016) provided a well-organized list of online labs for online courses on science, technology and engineering, using four criteria. If designers/faculty consider implementing online labs, this article serves a great starting point.
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