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Teaching laboratories form an essential component of any engineering education. They enable students to participate in various stages of experiential learning including conceptualization and experimentation followed by reflection, analysis and interpretation of data. However, operating teaching laboratories with social distancing measures poses significant logistical and safety challenges, and alternative modes of delivery may be a realistic way forward in adapting engineering curricula to the post COVID-19 world. Best practices from spaces such as distance learning and virtual / remote laboratories can be leveraged to facilitate educators’ responses. This review is aimed at identifying evidence-based approaches for transforming hands-on labs into virtual or remote operation to achieve desired learning outcomes without compromising on soft skills and student self-efficacy. A critical review of the recent literature on delivering STEMM education laboratories in either a virtual or remote setting or a combination of both is presented here. Commonly emerging approaches are identified and strategies to implement remote or mixed-mode (a combination of remote and traditional lab components) delivery are highlighted. The value of these approaches to the educator is assessed based on claimed learning outcomes, availability of resources, technology, scheduling, and cost factors. |
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