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Information and Communication Technology (ICT) has provided unprecedented opportunities to enhance the quality of life over the past few decades. It has not only augmented the efficacy of telecommunication but also facilitated lifelong teaching and learning. ICT played a remarkable role in assisting students during the COVID-19 pandemic. Since the outbreak of the pandemic, schools and colleges have been closed to prevent its lethal impact. In order to facilitate teaching-learning during the pandemic, the entire educational system was shifted to an online mode of knowledge dissemination. In the online mode, both students and teachers encountered some difficulties. During lockdowns, mobile devices, such as smartphones and tablets, were used to conduct online experiments via virtual platforms. Despite this, a comprehensive Learning Management System (LMS) was required to fill the gap created by the lack of proximity in a typical classroom. A LMS not only makes online learning possible, but also helps students gain practical experience R. Kaur Department of Electronics, Acharya Narendra Dev College, University of Delhi, New Delhi-110019, India. 4ravneetkaur@andc.du.ac.in and allows teachers to evaluate them. In this paper, an Android-based LMS is proposed to assist students perform physics experiments virtually on smart devices. The proposed system is an inexpensive, hands-on solution that is easy to install on smartphones and tablets. The main objective of the proposed system is to provide teachers with a comprehensive way of managing teaching-learning and evaluating the knowledge of concepts. Though the proposed system is designed for the physics lab, it can be expanded and adapted to other subject areas. The system is not intended to replace the current education system, but to supplement it by fostering and testing innovative ideas and solutions for effective learning. [ABSTRACT FROM AUTHOR]

The current digital transformation in manufacturing has a strong impact on the competencies needed by manufacturing companies. This leads to evolving requirements for digital training in industrial engineering courses. The concept of virtual labs in academic environments can be instrumental in teaching new digital skills through practical experience. This paper aims to examine the requirements and essential factors involved in designing virtual labs, proposing a framework to meet the requirements of virtual lab activities, integrating didactic and research purposes while examining the requirements and essential factors involved in designing virtual labs digital twin as an enabling technology. The framework is the result of the analysis of the technical aspects related to immersive technologies, such as extended reality, together with insights gathered from interviews and pilot testing conducted in workshops involving students, teachers, and lab managers from three institutions implementing virtual labs. The outcomes of this study include the digital model of four manufacturing labs as virtual labs that are openly available for academic purposes. This showcases a commitment towards offering quality and inclusive engineering education through cutting­edge virtual technologies.

Involving students in laboratory and inquiry-based activities can help them understand the concepts of physics. However the learning process should not only focus on the concepts. Moreover, the advantages of using virtual or physical labs are still under examination. The purpose of this study is to analyse which of the two modes (virtual or physical) is the most effective for high-school students, in terms of conceptual understanding and attitudes. The criteria for this comparison are (a) the contribution of these two modes to the improvement of conceptual understanding and (b) the students' attitudes towards both modes of laboratory. The participants were high-school students of 3rd grade in two different groups. For the purpose of the study, four educational scenarios were created: two in the field of Mechanics and two in that of Electricity. The study revealed no statistically significant difference regarding students' experimenting in either lab mode. Moreover, students' attitudes towards both virtual and physical labs were similarly positive. We assume that these results may contribute to a broader perspective on choosing the lab mode when designing activities, given the fact that both the understanding and attitudes of the students are similar in the cases examined. Thus, the final choice of modality should be based on other factors, such as the adequacy of equipment, the educational conditions (e.g. distance education) and the specific learning goals set by the teacher. [ABSTRACT FROM AUTHOR]

The current digital transformation in manufacturing has a strong impact on the competencies needed by manufacturing companies. This leads to evolving requirements for digital training in industrial engineering courses. The concept of virtual labs in academic environments can be instrumental in teaching new digital skills through practical experience. This paper aims to examine the requirements and essential factors involved in designing virtual labs, proposing a framework to meet the requirements of virtual lab activities, integrating didactic and research purposes while examining the requirements and essential factors involved in designing virtual labs digital twin as an enabling technology. The framework is the result of the analysis of the technical aspects related to immersive technologies, such as extended reality, together with insights gathered from interviews and pilot testing conducted in workshops involving students, teachers, and lab managers from three institutions implementing virtual labs. The outcomes of this study include the digital model of four manufacturing labs as virtual labs that are openly available for academic purposes. This showcases a commitment towards offering quality and inclusive engineering education through cuttingedge virtual technologies. [ABSTRACT FROM AUTHOR]

This research is aimed at developing virtual lab media that can be used to teach mathematical material about flat-sided shapes. The development model used is the Four-D model (Define, Design, Develop, Disseminate). Researchers used LORI, UEQ instruments, and pre-test and post-test questions to measure the quality of the virtual lab products being developed. The subjects involved in this research included experts, teachers, researchers and students at the Class VIII Junior High School level. This research produces a virtual lab learning media product called Gevila (Geometry Virtual Lab). Product testing by experts from the perspective of media appearance and content or material presented received a very worthy category. The practicality of virtual labs tested with small groups shows that the virtual lab media developed is practical. Based on the results of the pre-test and post-test, the virtual lab media was effective in improving students' critical thinking skills. This improvement was triggered by the addition of a database to track student activities, apperception activities, ice breaking with mini games, and exploration of material presented on Gevila. The results of testing user satisfaction with Gevila media show that this media is able to provide satisfaction to users by fulfilling the above average criteria on the UEQ questionnaire Abstrak Penelitian ini ditujukan untuk mengembangkan media virtual lab yang dapat digunakan untuk membelajarkan materi matematika bangun ruang sisi datar. Model pengembangan yang digunakan adalah model Four-D (Define, Design, Develop, Disseminate). Instrumen yang digunakan adalah LORI, UEQ, dan soal-soal pre-test dan post-test untuk mengukur kualitas produk virtual lab yang dikembangkan. Subjek yang terlibat dalam penelitian ini meliputi para ahli, guru-guru, peneliti, dan peserta didik di jenjang SMP Kelas VIII. Penelitian ini menghasilkan produk media pembelajaran virtual lab bernama Gevila (Geometry Virtual Lab). Pengujian produk oleh para pakar dari sudut pandang tampilan media dan isi atau materi yang disajikan memperoleh kategori sangat layak. Kepraktisan virtual lab yang diuji dengan kelompok kecil menunjukkan bahwa media virtual lab yang dikembangkan bersifat praktis. Berdasarkan hasil pre-test dan post-test yang dilakukan, media virtual lab yang dikembangkan efektif dalam meningkatkan kemampuan berpikir kritis peserta didik. Peningkatan ini dipicu oleh penambahan basis data untuk melacak aktivitas peserta didik, kegiatan apersepsi, ice breaking dengan mini games, dan eksplorasi materi yang dituangkan pada media Gevila. Hasil pengujian kepuasan pengguna terhadap media Gevila menunjukkan bahwa media ini mampu memberi kepuasan terhadap pengguna melalui pemenuhan kriteria above average pada kuesioner UEQ.

As educational settings increasingly integrate innovative technologies into teaching methodologies, it becomes crucial to understand how teachers, especially those in rural schools, develop and apply these integrative competencies. Neglecting this endeavour risks leading to the abandonment or underutilisation of these technologies once they are deployed in schools. This descriptive study explored the technological pedagogical content knowledge (TPACK) of life sciences teachers, focusing on their competencies to integrate virtual labs (VLs) into classroom practices. The research, framed by Koehler and Mishra’s TPACK framework, involves a quantitative analysis of data collected from 186 life sciences teachers. The findings indicate that, overall, respondents exhibited low levels of TPACK, suggesting a limited proficiency in integrating VL technologies into their teaching methods. However, analysis of the individual TPACK domains revealed a notable mastery of non-technology-related domains, particularly in content knowledge (CK), pedagogical knowledge (PK), and pedagogical content knowledge (PCK). The emphasis on in-service teachers suggests that teaching experience significantly contributes to the development of these foundational knowledge components. Despite the proficiency in non-technology domains, a significant disparity is evident in technology-related TPACK domains, with lower competency levels observed in technological knowledge (TK), technological pedagogical knowledge (TPK), and overall TPACK. Notably, this study addresses a gap in educational research by emphasising the significance of rural school teachers, a population often overlooked in such studies. The study recommends that tailored professional development, coupled with more widespread adoption of VLs, has the potential to enhance teachers’ overall TPACK to adeptly leverage this technology in their teaching.

Practicum activities are crucial for supporting students' success in the teaching and learning process. To conduct the practicum, several factors are required, which vary depending on the field of practice. Adequate facilities and equipment are also necessary. The purpose of this research is to develop a web-based interactive virtual learning application for chemistry lab experiments. The stages involved in creating an application using the multimedia development life cycle (MDLC) method include planning, designing, collecting material, manufacturing, testing, and distribution. Creating applications using Unity software and designing assets with Adobe Illustrator. Virtual labs can help overcome the lack of costs associated with procuring laboratory equipment and materials, reduce the risk of work accidents, and can be accessed from anywhere. [ABSTRACT FROM AUTHOR]

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In learning during the current pandemic, there are many problems, one of which students cannot meet face to face on campus, one of the learning problems that often occurs is learning geometry in universities, geometry is a scourge lesson before the pandemic both at Universitas PGRI Semarang and other private universities so far, students are required to use a compass and ruler in making flat shapes and building spaces so they have to face to face with the lecturer, but now it can't because it is still online, therefore it is necessary to make learning media that aims to help students sketch flat shapes and build spaces virtually with practice making it online with a van hiele theory approach, so that the resulting product is truly capable of elaborating between technology, the right learning approach and the content of lecture materials on an ongoing basis, then a virtual media lab for geometry courses is created that is able to display material virtually and practice making material designs virtually with the van hiele theory approach, the research method used using the ADDIE R & D model (Analysis, Design, Develop, Implementation and Evaluation), the result of this study is a virtual geometry lab application with van Hiele theory that is valid according to material and media experts with an average score of 93 and 95 can be used as an online geometry learning media solution. at Universitas PGRI Semarang, for student responses below 40% very agree, 59% agree and 1% disagree using virtual lab geometry it is was able to improve students' spatial abilities, Results The effectiveness of the media after being tested in the experimental class obtained an N-gain value of 0.39 which was better than the control class which only obtained an N-gain value of 0.02, then a virtual media lab for geometry courses is created that is able to display material virtually and practice making material designs virtually with a van hiele theory approach. The five steps in van Hile's theory have been well implemented consisting of (1) Visualization level, (2) Analysis level, (3) Abstraction level, (4) Formal deduction level, (5) Rigor level. [ABSTRACT FROM AUTHOR]

This paper aims to create a model template systematically designed to manage, collate, and transform a plethora of raw asphalt concrete mix design data into a format conducive to simulated modeling. Using a Virtual Lab for simulation modeling is becoming popular in construction and requires data. Also, the gathered raw data in different forms becomes inputted into a well-developed format and framework for ease of usage. The paper achieved its goals by examining relevant literature to identify templates, criteria, principles, and standards for asphalt concrete mix design. Subsequently, it created a template with detailed attention to spreadsheet design and integrating essential parameters and criteria. The text then emphasized simplicity through comprehensive documentation and automating values within each table box using defined criteria. The paper also rigorously verified the template by inputting random asphalt data into the model template to validate the model's accuracy. Results show that the model template can manage physical test data from over a thousand past asphalt mix designs. Outcomes also show that rearranging data in the model produced analogous outputs. Findings from this study may serve as a baseline for those who intend to manage the data collected for asphalt mix design modeling. [ABSTRACT FROM AUTHOR]

The purpose of this service activity is to provide assistance to high school/vocational high school/MA chemistry teachers in Palembang City, South Sumatra to develop a Virtual Laboratory. The implementation of the community service activity is carried out through a workshop which includes giving assistances in the development and designing of a virtual laboratory by the chemistry teachers who have been divided into several groups. The instrument used for evaluating the activity is an expert validation sheet, analyzed with Aiken, and translated descriptively. The results of this community service activity show that the design of a SMA Chemistry virtual laboratory has been obtained, which are in class X there are 12 materials grouped into 4 projects, in class XI there are 6 materials grouped into 6 projects, and in class XII there are 4 materials grouped into 4 projects. The results of the evaluation of the virtual laboratory developed by the teacher have been tested by expert validation and declared valid and feasible to continue to the implementation stage.

Today virtual laboratories play a special role in learning and training. Studies related to this field have been studied over a period of 14 years. The purpose of this study is to identify the outcome of using virtual and distance laboratories in engineering education. Thus, in a systematic review based on PRISMA guidelines, articles indexed in the Scopus, Google Scholar, and ScienceDirect databases for the period 2009 to 2022, using a combination of the keywords “virtual laboratory” or “virtual lab” or “ mixed-reality learning environments” or “virtual reality laboratories”) and (“outcome”) and(“engineering education” or “engineering”)) and (“benefits, and limitations” or “virtual reality laboratories”) were examined. The findings led to the identification of 12 achievements, seven advantages and six limitations of using virtual laboratories in engineering education. Virtual laboratories have great potential in the scientific teaching of science and technology and technical training of qualified staff, which is reflected in the trend as educational resources in the twenty-first century. In the near future, virtual laboratories will be widely used in almost all fields of education. The results show the lack of a variety of theoretical and methodological approaches in which studies are fundamentally evaluated and focus exclusively on individual changes in content knowledge. Optimal use of the benefits and outcomes introduced in this study, can help to improve the existing space while gaining readiness and aligning with future and forward-looking requirements.

This work presents an original 3D code in FreeFem++ to recreate the behavior of anaerobic microorganisms in non-stirred anaerobic reactors with an intermittent feed. The physical and biochemical phenomena have been considered using a mathematical model based on a set of partial differential equations: Stokes, advection–diffusion, and diffusion–reaction. The description of the anaerobic metabolism was carried out by implementing the structured AMD1 model. The Galerkin finite element method has been used to solve the partial differential equations defined in the model. Finally, the methodology and procedures are presented by means of a concrete example. Thanks to the inclusion of this e-learning tool for use in virtual laboratories, it is possible to improve the understanding of engineering students on the functioning of the metabolism that takes place inside non-stirred anaerobic reactors that are fed discontinuously. This proposal reinforces to students, in a transversal way, both environmental sensitivity and awareness of the circular economy focused on the implementation of natural wastewater treatment systems in rural areas. [ABSTRACT FROM AUTHOR]

Microbiome study requires both molecular techniques and bioinformatics skills, which are challenging for biologists to participate in this growing field. To introduce microbiome concepts and skills to students, a 6‐week wet‐lab and bioinformatics course for undergraduates was implemented through the project‐based learning (PBL) approach. In the saliva microbiome project, students collected their saliva samples, performed DNA extraction and PCR amplification, followed by metagenomic analysis to compare the diversity and abundances of microbes among samples. First, students are required to practice molecular techniques and bioinformatics analysis skills in a virtual simulation lab. To our knowledge, our study is the first one to incorporate a virtual lab into microbiome experience. Then, students applied their recently acquired skills to produce and analyze their own 16S amplicon sequencing data and reported their results via a scientific report. The student learning outcomes show that the Virtual lab can improve students' laboratory techniques and research capabilities. Moreover, a simple pipeline to analyze 16S rRNA gene amplicon sequencing data is introduced in a step‐by‐step manner that helps students to develop analysis skills. This project can be modified as either a virtual course or a module within another course such as microbiology, molecular biology, and bioinformatics. Our study provides evidence on the positive impact of virtual labs on learning outcomes in undergraduate science education. [ABSTRACT FROM AUTHOR]

Multivariable calculus is a subject undertaken by engineering students as a core module at the freshman level. One of the intended learning outcomes (ILOs) in multivariable calculus is to gain an intuition for visualizing three-dimensional surfaces and deducing their properties. For students to visualize more complex multivariable calculus concepts, a virtual reality (VR) application has been created. Tapping on existing infrastructures, we investigate the effectiveness of visualization through VR usage vis-à-vis a two-dimensional digital screen. We have conducted a controlled trial on a group of N = 119 students across two groups. The first group (control group) comprises students who participated in an online quiz (as a baseline test). The second group (treatment group) is given two sets of tests, the first is the same baseline test that the control group participated in, before administering the test questions on the VR platform (termed the treatment test) to the same group of students. Our analysis reveals that students, in general, perform better on questions pertaining to the identification of the sign of partial derivatives in the treatment test, but for other intended learning outcomes linked to other questions, students have performance similar to the baseline test. Furthermore, low-progress students in the treatment group exhibited improvement after the treatment. Our work here has the potential to be developed into a future-ready smart classroom through VR usage. [ABSTRACT FROM AUTHOR]

In this contemporary epidemic era, learning media that is easily accessible and engaging to learners is genuinely required. So far, students at PGRI Semarang University and University Teknologi Malaysia have previously been required to apply a compass and ruler to construct flat shapes and spaces, to establish active learning strategies that can encourage students in virtually sketching flat shapes. The ADDIE model was employed in the research, the outcome of this research is a virtual geometry lab. According to student responses, as much as 96 percent agree that the use of virtual media the geometry lab can enhance students' cognitive and spatial abilities. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic crisis has modified teaching and learning throughout the world. The developments in Information Communication Technology tools have played a critical role in the education community. During the pandemic, the organization and conduction of theory classes in Universities across India were managed reasonably on one side, but the problem existed in laboratory courses. A singlepoint portal is needed to organize and conduct a laboratory course in a virtual mode. While creating a virtual lab (based on the syllabus) would solve the need, creating such would be a tedious task for the teachers, requiring special skills and resources. Google Sites is a free website application tool that allows users to create and edit files online while collaborating with others in real-time. The application includes other Google applications such as Google Docs, Google Spreadsheets, Google Slides, Google Forms, Google Drawings, and Google Keep. Google Sites also accepts any online links or files, which is handy for creating a simplified virtual curation lab for free using common online resources. [ABSTRACT FROM AUTHOR]

Due to the steadily rising number of students and the simultaneous reduction in practical lessons in study programs, the need for alternative learning resources is increasing. In this work, a method is described which allows real laboratory equipment to be represented as web-based models, using a stirred bioreactor as an example. The bioreactor model that was developed allows students to explore the design and operation of stirred bioreactors independently of time, location and end device. Information associated with each bioreactor component is displayed on the model to help students become familiar with different bioreactor setups. Computational fluid dynamics (CFD) simulations were embedded to enable students to understand the influence of different stirrers on flow behavior in the bioreactors. This online tool prepares students for subsequent practical work with bioreactors in the laboratory. [Display omitted] • Web-based tool for laboratory and time-independent teaching. • A method for 3D representation of laboratory equipment is demonstrated. • Textual information is provided on the individual components of the bioreactor. • Integration of CFD simulations to support the understanding of fluid flow. [ABSTRACT FROM AUTHOR]

CDIO (Conceiving -- Designing -- Implementing -- Operating) Initiative collaborators have adopted CDIO as the framework of their curricular planning and outcome-based assessment which demands more active learning strategies. A flipped classroom is a student centric instructional strategy and a type of blended learning, which aims to increase student engagement and learning by having complete readings at home and work on live problem-solving during class time. Virtual labs are interactive, digital simulations of activities to learn/explain certain concept that improves the content delivery of all types of courses and is helpful for students understanding and applying the concepts in a better way. How can a virtual lab help in flipped mode especially in what type of course? The experiment is conducted for the course 18EE340 -Digital Systems with two sets of students: experimental group with virtual lab integrated Flipped model and controlled group with flipped model without virtual lab. The outcome of the activity is measured using focus group discussions and it is understood that students have involved in the activity with attentiveness and the positive outcome is also seen in the results of CAT performance. It is found that 14.5% improvement is obtained in the experimental group when compared to the controlled group. Also the research study shows that the CDIO skills get improved by adopting the proposed method. On the other hand, this paper also discusses the common errors made in Flipped Class during planning and how to overcome them based on experiential learning using 5 different case studies. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has affected the student fraternity to physically access the laboratory and conduct experiments offline. Across the world, new platforms have been designed with ICT tools for the smooth conduction of academics specifically for laboratory courses. This article aims to provide quality circle-based guidance to the community to develop a Virtual Laboratory. The virtual lab is developed through an emphasis on Quality Circle methodology. The Quality Circle team has developed an instructional methodology known as the virtual laboratory (VL). It incorporates pedagogical techniques that help students to better understand the theoretical concepts in an effective and joyful way. [ABSTRACT FROM AUTHOR]

The pandemic Covid-19 has brought a change in the education significantly. As we all know that Education Industry was the drastically hit industry in the service sector. The future of education completely depends upon experiential learning. Now the students can find their courses and books online where they can study as per their own schedule. In these times of need, online learning tools emerged as a boon. In this regard the department tried to design and implement a web-based simulation models under Virtual BIZ & Investment Lab for the student Learners. This paper talks about the benefits of Virtual lab and how it will expose the student learners to real world problem solving and decision making issues to make them industry ready. [ABSTRACT FROM AUTHOR]

Nowadays, Computers are the dominant technology of the twenty-first century. Thus, programming and the development of software are fundamental activities in which many people across the globe are involved. As a result, programming courses are part of the curriculum. The course is introduced to all first-year IT and Non-IT students who have either no or less expertise in computer programming. The main purpose to select these techniques for non-IT students is to prepare them to work with IT specialists at their future jobs by instilling in them a constant knowledge of technical fundamentals. But as compared to IT students, learning of C programming becomes difficult for non-IT students due to this their passing rate is low. Students lose their interest in programming due to their having less computer programming knowledge which leads to a gap in technical competency require by the IT sector. Taking this into consideration activities like quizzes, debugging tests, and usage of a virtual lab for students were implemented. These activities enhanced students' way of thinking, problem-solving ability, programming, and debugging skills. The idea of using PBL teaching methods, Think-Pair-Share, and E-Learning may improve the effect of C language teaching, and promote the student's learning initiative. The main focus of this study is to enlighten different teaching approaches and methodologies for first-year non-IT students. [ABSTRACT FROM AUTHOR]

In the Covid 19 pandemic, education shifted from offline to online, impacting a lot of technical education. The online theory courses were conducted effectively, but there were a lot of problems the faculty faced in conducting laboratory courses. This problem includes an ineffective demonstration of lab experiments, difficulty in time management, monitoring, and assessment, inability to tackle the issues of various students' learning styles, and unavailability of a common platform for online lab conduction. In technical education, the lab course plays a vital role. We found that a virtual laboratory is the best solution to address these issues. Many virtual labs are available for programming courses but need a customized Virtual lab for core courses. In this paper, we have carried out 16 surveys through Google forms to get inputs/feedback from faculties and students to get difficulties in online lab conduction and how we can make the best use of virtual labs online to conduct the lab experiment online mode. We designed and created the virtual laboratory for the Computer Networks Lab course with various learning materials, including theory, simulation videos, pre-test & post-test, and the procedure to conduct the lab experiment, which benefited the students. The implemented virtual lab found more effective. We found the significant impact on the result of CN Lab after using the customized virtual lab for CN Lab course. [ABSTRACT FROM AUTHOR]

It is becoming necessary to examine learners’ use of and experiences with virtual laboratories. Learners’ interest and motivation to use virtual laboratories are important factors for the success of these platforms. This study was conducted to analyze Kyrgyz learners’ use of virtual laboratories in a physics course at the university level. The study was performed in the 2019–2020 spring term at a state university in Kyrgyzstan. The study took a quantitative approach, with 376 Kyrgyz learner participants studying at the undergraduate level. The participants were divided into three groups: the first and second used different virtual laboratory platforms, while the third was involved in face-to-face labs. Quantitative data were collected using an online questionnaire which consisted of items related to demographic characteristics, motivation and experience, and physics laboratory attitudes. The results demonstrated differences among the groups regarding factors of motivation and experience. In addition, learners’ physics laboratory attitudes differed with respect to gender and grade point average (GPA) factors.

Permasalahan yang dihadapi oleh mitra saat ini yaitu: Guru dan siswa belum mengetahui manfaat laboratorium virtual dalam kegiatan pembelajaran, serta Guru dan siswa belum memanfaatkan laboratorium virtual dalam kegiatan pembelajaran. Tim pengabdian menawarkan solusi permasalahan yang dihadapi mitra memberikan bimbingan teknis menggunakan aplikasi laboratorium virtual bagi guru dan siswa yang menjadi mitra tersebut. Sebagai upaya mengembangkan kualitas pembelajaran sesuai dengan kebutuhan revolusi industri 4.0. Target dalam kegiatan ini adalah mitra mendapatkan peningkatan pemahaman terkait pentingnya pengintegrasian laboratorium virtual dalam aktivitas pembelajaran dan keterampilan guru dan siswa dalam mengoperasikan perangkat laboratorium virtual dalam proses pembelajaran. Dalam kegiatan ini peserta juga diberikan angket untuk menilai sejauh mana penilaian mitra terhadap penerapan virtual lab. dalam pembelajaran.

ABSTRACT Since the start of the 2019 coronavirus disease (COVID-19) pandemic, many microbiology lab activities have been conducted online. We produced a simple PCR primer design and virtual PCR activity for introductory students to use as part of an online laboratory course or as an independent activity in a traditional laboratory setting. Most students are aware of basic PCR concepts but struggle with important details, such as how PCR is specific and how false positives and negatives can be generated in a diagnostic test that is not well designed. This exercise helps students review molecular biology concepts within the context of a test that was commonplace during the COVID-19 pandemic. We found that nursing students and Biology and non-Biology majors were able to complete the worksheet as a group with minimal instructor input. This could be used as a stand-alone activity, as a warm-up for other bioinformatics exercises, or as a prelab activity for actual in-lab quantitative PCR experiments, such as the one offered by miniPCR bio. With minor modifications, it could also be used with more advanced students.

Solar thermal energy systems are one of the most cost-effective renewable energy systems in use today. Engineering students study the design of these systems with the goal of learning how to design similar systems and perform research on improving the heating efficiency and overall operations. This paper elaborates on the design, construction, testing, and validation of a solar thermal system as a remote, open instrumentation lab, using two Compound Parabolic Collector (CPC) evacuated tube collectors with separate heating media. The lab allows for comparing heat transfer rates and collector efficiencies simultaneously for two fluids that have different thermal capacities. The heat patterns could be viewed using thermal cameras to analyze the CPC design. The unique feature of the system is its facility to control the lab remotely, as the setup is interfaced with instrumentation on a web server, thereby allowing students from geographically distant areas to access and perform experiments on the CPCs. A cumbersome lab with expensive hardware and outdoor requirements is thus made easy to perform and learn from via remote access. This remote methodology and hardware and IT architectures are especially pertinent and relevant in the blended and remote learning scenarios made common by the pandemic. [ABSTRACT FROM AUTHOR]

The recent SARS-CoV2 pandemic has put a great challenge on university courses. Electronics teaching requires real laboratory experiences for students, which cannot be realized if access to physical infrastructures is prohibited. A possible solution would be to distribute to students, at home, electronics equipment suitable for laboratory experiments, but no reasonable product is currently available off-the-shelf. In this paper, the design and development of a very-low-cost experimental board tailored to these needs is presented. It contains both programmable prototyping circuitry based on a microcontroller and an FPGA and a set of measurement instruments, similar to the ones found on a typical lab desk, such as a digital storage oscilloscope, multimeter, analog signal generator, logic state analyzer and digital pattern generator. A first board, suitable for analog and digital electronics experiments, has been designed and manufactured, and is described in this paper. The board has been successfully used in master's degrees and PhD courses. [ABSTRACT FROM AUTHOR]