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Faculty perspectives on transitioning to exclusively online lab classes in electrical and computer engineering

This research work-in-progress paper investigates faculty perspectives on the switch to online experimentation modalities in the context of our Fundamentals of Circuit Analysis course that includes online laboratory modules. While online (remote and virtual) laboratories have long been considered promising supplemental educational tools, the risks and challenges associated with delivering online labs have limited the willingness of faculty to adopt these methods. However, the development of knowledge, methodologies, and success factors for effective online laboratory instruction is a critical and timely need. With this work, we develop an evidence-based understanding of the transition from hands-on to online experimentation and its associated challenges for faculty. We furthermore generate fundamental knowledge about online experimentation adoption in engineering programs, which includes the full spectrum of faculty participants (early, later, and "never" adopters). Preliminary results show that the most important aspects for faculty in the context with switching to online labs are scheduling flexibility and individualized support, learning outcome differences, a connection between lecture and the lab, and student engagement.