Offering laboratory-based courses in distance learning environment presents a set of difficulties. First, in the asynchronous distance learning settings (mainly video tapes and self paced learning) students may not have access to a laboratory and may have to rely on simulation tools, leaving a lot to be desired in regard to the laboratory hands-on experience. Second, in a synchronous distance learning settings (in which two or more sections of a class convene at geographically separated sites with one instructor supervising the multiple sites simultaneously) laboratory equipment would need to be duplicated at all sites. Further more, keeping students - in the synchronous setting - at the remote sites interested presents another level of difficulty that needs to be resolved. In this paper we present solutions that will help alleviate these problems.
|Original language||English (US)|
|Number of pages||4|
|Journal||Proceedings - Frontiers in Education Conference|
|State||Published - Dec 1 1996|
All Science Journal Classification (ASJC) codes
- Industrial and Manufacturing Engineering