Musings on telepresence and virtual presence
Presence: Teleoperators and Virtual Environments - Premier issue
Using remote laboratories to extend access to science and engineering
Computers & Education
Evaluating a scientific collaboratory: Results of a controlled experiment
ACM Transactions on Computer-Human Interaction (TOCHI)
HICSS '04 Proceedings of the Proceedings of the 37th Annual Hawaii International Conference on System Sciences (HICSS'04) - Track 1 - Volume 1
Remote experiments, re-versioning and re-thinking science learning
Computers & Education
The Experience of Presence: Factor Analytic Insights
Presence: Teleoperators and Virtual Environments
Advancing asynchronous distance education using high-speed networks
IEEE Transactions on Education
Advantages and disadvantages of using various computer tools inelectrical engineering courses
IEEE Transactions on Education
Constructing reality: A study of remote, hands-on, and simulated laboratories
ACM Transactions on Computer-Human Interaction (TOCHI)
Cooperative Internet-Based Experimentation on Semi-industrial Pilot Plants
CDVE '08 Proceedings of the 5th international conference on Cooperative Design, Visualization, and Engineering
Distance network learning with real network devices
ITHET'10 Proceedings of the 9th international conference on Information technology based higher education and training
Engineering education: future trends and advances
EDUCATION'09 Proceedings of the 6th WSEAS international conference on Engineering education
Remote access laboratory system for material technology laboratory work
EDUCATION'10 Proceedings of the 7th WSEAS international conference on Engineering education
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Economic pressures on universities and the emergence of new technologies have spurred the creation of new systems for delivering engineering laboratories in education, in particular simulations and remote-access laboratory systems. Advocates of simulation argue that physical labs needlessly consume university space and students' time. However, proponents of hands-on laboratories argue that student engineers should be exposed to real environments. Remote laboratories have appeared as a third option. These laboratories are similar to simulation techniques in that they require minimal space and time, because the experiments can be rapidly configured and run over the Internet. But unlike simulations, they provide real data. Studying the relative effectiveness of these modes of delivering student laboratories is complex, for the underlying technology of the laboratory is just one of many possible factors that could influence effectiveness. For example, the interface to the equipment may be of importance, as might the discussions students have among themselves. This paper presents a model for testing the relative effectiveness of engineering laboratories in education that takes account of these and other factors. The results are presented for an assessment study comparing versions of remote labs versus hands-on labs in a junior-level mechanical engineering course on machine dynamics and mechanisms. The results suggest that students learned lab content information equally well from both types of laboratories, and that they have a realistic understanding and appreciation of the practical advantages of remote laboratories.