Student Experiences of Hybrid and Online Engineering Labs in a Logic Control Course

Abstract

In the rapidly evolving landscape of engineering education, the shift toward online and hybrid lab formats requires a critical examination of their impact on students' learning experiences. This study investigates the experiences of 82 students in a logic control course with campus, remote, and simulation labs, through the lens of the Community of Inquiry framework. Although our qualitative thematic analysis confirms students' general preference for campus labs, we extend this observation through nuanced insights into the cognitive, teaching, and social elements of students' perceptions of their learning experiences in the different lab formats. Students appreciate the increased accessibility and flexibility of remote options, while also identifying challenges and limitations for cognitive engagement, instructional support, and social connection. Our results suggest that with targeted improvements, online and hybrid labs can enhance students' learning experience considerably, particularly if integrated purposefully with campus labs. We discuss theoretical and practical key implications for designing blended lab environments.