Self-regulation and time factor in virtual and remote laboratories

José Luis Medina


In the field of practical development of competences in scientific and engineering studies, the emergence of distance learning programs in these disciplines, as well as the rapid development of ICT, has allowed the evolution of classical laboratories towards a new typology of laboratories: the commonly called virtual labs, focused on the development of simulation-based practices in both classroom or remote sessions and remote laboratories equipped with real equipment that are connected and accessible remotely, by providing the student a practical resource not defined in a specific space and time such as onsite laboratories.

Currently extensive information on the different types of laboratories can be found; their structure, the tools that they use, the type of experiment performed, but there is less information about teaching and pedagogical application of these technologies. Factors like self-regulation, allowing a constructivist approach to training with these tools; the Time factor and assessment are subjects susceptible to be studied.

Starting from the generic structure of remote laboratory, exposed in the first section, we will study how this structure can influence the factors under study: self-regulation and Time Factor, and how to approach this structure and the elements that make it up to improve these aspects.


remote laboratories, self-regulation, time factor

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