Cognitive understanding of remote systems from the perspectives of online laboratory learning

The purpose of this study is to improve the distance laboratory learning by investigating how cognitive learning of remotely located systems develops under varying modalities. The three specifically defined research objectives are: (1) study the effects that the audio-visual modalities and their properties have on the understanding of remote systems; (2) study the effects the visual augmentation have on the spatial cognition, spatial visualization and interaction with remote systems; and (3) study the effects the lack of instructors have on online learning. Our purpose is to address the current limitations and fundamental deficiencies in online laboratory education: perceptual discrepancies, dispersed source of information, and lack of interactions with teachers. Two geographically separated schools (about 2,430 miles apart), Drexel University (DU) in Philadelphia, PA, and Arizona State University (ASU), situated in Tempe, AZ, were involved in the design and testing of user interface for the online laboratory. Results suggest that online laboratory learning can be substantially enhanced by the use of even the simplest form of artificial graphical information and most students prefer having an instructor present even if the lab is taught online. The implications from this study can be used to benefit many schools that offer online lab courses.