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Transforming electronic labs through experiential education: A survey of higher Educational practices in Ireland during the pandemic
Date
2026-07-13
Abstract
This paper examines the shift to remote and distance learning in experiential education for electronic, electrical, and computer engineering courses in Ireland during the COVID-19 pandemic. As higher education institutions were required to redesign laboratory sessions for remote delivery, the study identifies and categorises the approaches adopted across engineering faculties at Irish third-level institutions. Data were collected from 33 respondents representing 12 higher education institutions, exploring the implementation and perceived effectiveness of different remote laboratory methods. The findings identify five delivery models: learning simulations, remote lab kits, electronic lab notebooks/e-books, portfolios/formative assessment, and Problem-Based Learning (PBL). Institutional responses largely converged on two approaches—learning simulations and take-home hardware kits—reflecting pragmatic solutions under pandemic constraints. Remote laboratory kits accounted for approximately 37% of responses, while learning simulations represented 26% of reported implementations. Respondents consistently reported a trade-off between scalability and pedagogical value. Learning simulations were preferred for larger cohorts and limited resources, whereas take-home hardware kits were considered more effective for developing practical skills but required greater implementation effort. The study highlights how emergency teaching conditions influenced decision-making, leading to solutions that balanced continuity of experiential learning with operational feasibility rather than optimised instructional design.
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Publisher
Sage
Citation
Industry and Higher Education 0(0), pp. 1–13
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Funding Information
Sustainable Development Goals
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Attribution-NonCommercial-ShareAlike 4.0 International