Electronic Engineering Labs during Pandemic Restrictions – What Ireland did next (#921)

Authors

Johnson, Michael John

Goos, Merrilyn

Abstract

This paper investigates the shift in experiential education laboratories for electronic, electrical, and computer engineering courses in Ireland, driven by the COVID-19 pandemic. The pandemic forced higher education institutions to adapt their electronic laboratory sessions to a remote delivery model. This study categorizes and evaluates the different approaches taken by Irish higher education institutes (HEIs) to implement remote engineering laboratories. Using survey data, user feedback, and firsthand reports from 33 participants across 12 HEIs, the paper examines the effectiveness of these remote lab methods. The analysis identified five distinct remote laboratory delivery methods, with learning simulations and remote hardware lab kits being the most commonly employed. Although remote hardware lab kits were favored for their perceived effectiveness in replicating hands-on experiences, they posed significant challenges, including increased administrative workload, preparation, implementation, and management overheads. In contrast, simulated lab solutions, though less resource-intensive, did not fully capture the hands-on learning experience. This study highlights the complex challenges faced by Irish HEIs in maintaining effective experiential education in electronic engineering labs during the pandemic, shedding light on the advantages and limitations of remote delivery models and their implications for future educational practices in engineering disciplines.