Use of virtual labs to support demand-oriented engineering pedagogy in engineering technology and vocational education training programmes: a systematic review of the literature

ABSTRACT

Virtual labs offer the promise of increasing and expanding learning opportunities, yet more needs to be understood about pedagogical implementation in higher education settings particularly within engineering technology (ET), vocational education and training (VET), and related sub-baccalaureate programmes. There is little empirical research on educational efficacy and pedagogical incorporation of virtual labs focusing on ET and VET programmes and students.

The purpose of this systematic review is to synthesise the use of virtual labs in ET and VET programmes, provide a comprehensive state of knowledge on pedagogical integration, and identify key characteristics. This work will support a greater understanding of the use of virtual labs in ET and VET programmes. An empirically based understanding supports postsecondary sub-baccalaureate engineering education pedagogy including scientific, social, student, and economic perspectives. These perspectives lead to research recommendations and implications specifically for ET and VET programmes integrating virtual labs.

KEYWORDS:

• Engineering technology
• engineering pedagogy
• vocational education and training
• virtual and remote labs

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Kristin Frady

Kristin Frady is an Assistant Professor at Clemson University jointly appointed between the Educational and Organizational Leadership Development and Engineering and Science Education Departments. Her research focuses on innovations in workforce and career development in educational, community, and industry contexts, specifically focusing on middle skills, STEM education, and community college applications. Dr. Frady is currently a PI or Co-PI on three different National Science Foundation grants researching two-year college educational technology and collegiate STEM preparedness. Also, in a prior role Faculty Director for Clemson University Center for Workforce Development (CUCWD) and the National Science Foundation Advanced Technological Education Center for Aviation and Automotive Technological Education using Virtual E-Schools (CA²VES), Dr. Frady has extensive experience in curriculum design, development, and implementation. She led a team in the development of digital learning tools to expand technician education capacity creating virtual reality tools, advanced e-learning modules, and iBooks which have been utilized in secondary and post-secondary educational environments across the United States.