BASE LEGAL PARA LA EMISIÓN DEL TÍTULO DE CRÉDITO

Accessing laboratories remotely developed through the needs of electronic and control engineering education [29, 32]. Remote laboratories have allowed access to expensive laboratory equipment to geographically distinct student locations [31]. Evolution of RAL systems have become a crucial aspect of undergraduate studies [22] and are seen as a supplement rather than replacing proximal learning [76]. The pedagogical outcomes have been debated for some time, with both the benefits and disadvantages argued as proof for each positional camp.

Benefits from RAL environments are immediately seen by the diverse demographic range of students accessing systems. Many current online learning systems have simply duplicated the lesson structures of the classroom [53], which have also allowed students to learn at their own pace. Some RAL systems also provide a social aspect through collaborative work [77], which has been reported as one of the key aspects of maintaining student motivation [78]. Access to RL’s allows the student to repeat experiments until they feel they have reached a level of proficiency and confidence, generally not possible with in-class proximal access [76].

Access to RAL systems has successfully expanded into primary and high-school levels [79-81]. For technology savvy young students, RAL does not seem out of place. Surveys comparing real, virtual and remote experimental configurations have described students feeling detached from the learning process [82]. Engaging students within RAL environments at all levels and across multiple disciplines, requires careful

consideration of the users’ needs as well as the experimental outcomes to ensure students receive the appropriate level of engagement [83].

2.1.1 Virtual Laboratory Influences

Initially remote laboratories consisted of virtual instruments displayed on a computer monitor, which represented real apparatus. Circuit simulation programs such as Simulation Program with IC Emphasis (SPICE) [27] provided a complete virtual environment to design and test all manner of analogue and digital circuits. This new method of human/machine interface promoted science and engineering faculties to look for bigger and better projects [84]. Constraints of physical apparatus, such as cost and maintenance, were no longer a factor for virtual environments [85]. Prototyping through the design and testing phases of development became easier and cheaper, which allowed previously impractical projects [86]. However, development costs and complexities still limit some implementations, as each system is unique in both concept, design and implementation [45].

Virtual laboratories become especially useful for real-world environments that are dangerous, or where operating the experiment incorrectly may cause catastrophic damage to real apparatus [87]. A virtual chemical engineering project [87] allows users to simulate the operation of a chemical plant, engaging the user with a visual environments similar to real-world configurations. Additionally, simulated or virtual systems provide a means to test theoretical limits and outcomes with real-world data. However, the virtual environment can be its own downfall, as users still do not feel they are within the environment [37]. For the chemical plant, the perspective was not that of a person standing within the plant. Virtual systems also suffer from idealised representations. Real equipment generates noise, suffers from tolerance errors, and other issues, however simulations are ideal and are not always representative of the real-world outcomes [60].

2.1.2 Remote Laboratory Expansion

Control engineering cohorts operating robotic systems remotely [26] utilised fledgling World Wide Web (W3) [88] capabilities to extend the range outside their facility. It was realised that physical control of other experiment types could be controlled remotely, providing access to a greater student base. Internet access and quality improved globally and became the backbone for RAL growth. The range of RAL

configurations has quickly expanded to provide remote practical sessions for a range of activities such as:

• Physics; testing and verifying relationships such as Hooke’s Law [79, 89], Thermodynamics [90], Fluid/Hydrology [91], and Coulombs Law (and associated electrical component models) [92].

• Control Theory; employing Robotic systems [81, 93], Programmable Logic Controllers (PLC) or other control systems such as testing Power

Transmission [94], or novel languages such as Java [95].

• Nursing; rehearsing professional skills with key equipment [53], and improving critical thinking and reasoning skills [76].

• Gamification; providing alternative methods of delivering course material while also creating an environment to support collaboration and cooperation [77, 96].

Surveys of RL’s report a similar issue to virtual laboratories, relating to the student’s sense of detachment [60, 97] from the experiment. Users are never quite ignorant of the technology separating them from the real apparatus, and for full engagement the perception of being on-site is necessary [63].

2.1.3 Engineering Education

Original RAL systems evolved out of the needs of engineering undergraduate students [98] to access scarce resources, with little consideration to any pedagogical requirements. Virtual and remote laboratories, as a means for student familiarisation and experience, were considered sufficient [99] but were not subject to meaningful research regarding efficacy. Some newly developed RL systems attempted to list their pedagogical goals and outcomes [46, 100], but failed to test if they were ever met. Ensuring engineering graduates met accreditation standards, it became vital to validate the pedagogical outcomes when RAL systems are utilised [101].

It was not until 2006 when Ma et al. [35] produced in-depth research mapping engineering accreditation requirements to the various attributes of real, virtual and remote laboratories. Surveys and follow-on research began measuring quantitative and quality values of RAL for students [102]. New RAL implementations have included surveys of student reactions to the remote environment to validate the development.

While there have been detractors of RAL, the various accreditation boards are confident of the effectiveness of RAL to deliver appropriate course content to a suitable standard [101, 103].