This work-in-progress research study explores students' self-regulated learning (SRL) strategies within collaborative virtual reality (VR) environments in engineering education. Through thematic analysis of responses from twenty-seven (27) second-year civil engineering students engaged in VR-based land surveying activities, key themes emerged related to goal setting, environmental structuring, help-seeking, task strategies, and self-evaluation. Students with high SRL scores demonstrated greater use of task strategies and self-evaluation techniques, while those with low SRL scores relied more on environmental structuring. The findings underscore the importance of tailoring VR learning experiences to students' individual SRL abilities and integrating features that promote social interaction to enhance collaborative learning and engagement. Future research will explore larger sample sizes and examine the relationship between SRL strategies and learning outcomes in VR environments.

This research paper presents our findings from a mixed-method study investigating students' experiences in virtual reality (VR) laboratories that influence satisfaction levels toward increased learning engagement and outcomes. There has been increasing adoption of VR laboratories within higher education institutions to foster conceptual understanding and representation of abstract concepts. In ensuring their successful implementation for improved learning experiences, predictors and success factors for learners', satisfaction levels have been investigated. The underlying experiences of students in VR laboratories that influence satisfaction levels have been overlooked in most literature on student satisfaction. Although predictive models inform us as to factors that could impact satisfaction, they fall short in capturing the subjective experiences of learners in navigating virtual environments. These experiences offer useful insight into strategies for supporting learners during the implementation of VR laboratories for increased satisfaction levels. The purpose of our study is to investigate learners' experiences in multiple VR laboratories with regard to satisfaction. We implemented a series of VR laboratories into an undergraduate curriculum to offer learners a holistic learning experience. We adopt a mixed-method research design approach. The administered survey included a validated satisfaction survey and additional open-ended questions on the experience and satisfaction. We use results from the openended questions to interpret quantitative survey ratings. Our study provides insights into students' unique satisfaction experiences in virtual learning environments. Understanding these experiences could inform instructors on important strategies for supporting students during the implementation of VR laboratories. This could further ensure improved student engagement, learning satisfaction, and enhanced learning outcomes.

This work-in-progress innovative practice paper presents research that follows up on a recent paper on faculty perspectives regarding the transition to exclusively online laboratory classes in electrical and computer engineering, which was presented at a conference in 2022. As we gradually moved away from the COVID-19 pandemic, faculty phased back to using in-person labs instead of the online (remote and virtual) laboratories that they had transitioned to in 2020. The data presented in this paper comes from two separate sets of interviews, each lasting 30 to 45 minutes, with five interviews conducted in each set. These interviews were recorded within two years of each other. Similar to the previous paper, we once again apply the diffusion of innovation and the framework of propagation to identify effectiveness and fit as key factors in the successful adoption of innovation. The online labs utilized in this study include the VISIR remote lab, the EMONA remote lab, and the MULTISIM online circuit simulator. The objective of this paper is to explore any mindset changes that faculty members have experienced regarding the adoption of these online laboratories in their classrooms. This paper allows us to gain deeper insight into important aspects related to the integration of online laboratories into our classrooms. Common themes from the first set of five interviews include constant comparison to “real” labs, time flexibility and individualized support, differences in learning outcomes, the necessary connection between lecture and lab, and student engagement with the lab. Preliminary results from the follow-up set of interviews show a similar set of results but with a stronger emphasis on the comfort found in using online labs after a year of use. There is a significant push to use the remote labs in conjunction with the in-person labs or even as a pre-lab. Through this work, we aim to develop an evidence-based understanding using an inductive approach to the data.

This work-in-progress research paper investigates students' cognitive engagement in collaborative virtual reality (VR) statics activities. The use of VR in engineering education is increasing with the advance in technology. To maximize the affordance of the VR for engineering education, it is important to understand how active learning enfolds in the VR environment since the level of student engagement during active learning is a vital indicator for the effectiveness of the learning environment. Using content analysis, this study investigates the modes of cognitive engagement of students working collaboratively to solve engineering problems in a VR learning environment. The video-recorded collaboration and the transcribed verbal interaction of the students in the VR learning environment were analyzed based on the Interactive-Constructive-Active-Passive (ICAP) framework. The analysis coded the patterns of the observed cognitive engagement based on the video recording and transcripts of the groups' conversation at each phase of the task. The analysis revealed that the active and constructive modes dominated the students' conversation while the interactive mode was the least observed mode of cognitive engagement during the task. The implications of the findings for further research and practice are discussed.

This work in progress paper we explain our process of co-sharing secondary qualitative data from separate projects funded by the National Science Foundation to better understand factors which influence faculty technology adoption in engineering education and provide a high-level presentation of preliminary results. Study A conducted 21 interviews of engineering faculty at a Midwestern US, STEM-centered university. These faculty were interviewed about the factors influencing their adoption and teaching of new engineering technologies, with a focus on programming languages, software, and instrumentation. Technology adoption models were applied as a theoretical lens for results analysis. Study B conducted 9 interviews with faculty in the College of Engineering at a Southern US university on the adoption of online laboratories in their instructional settings. The interviews focused on how faculty make use of online laboratories in electrical engineering as an essential resource. Innovation and propagation theories were applied as a theoretical lens for data analysis. The two data sets were co-shared for secondary analysis by each research group, using their own theoretical approaches. Preliminary findings lead us to believe that co-sharing of secondary data can expand qualitative data sets while providing a means for theoretical triangulation, improving data analysis.

This work-in-progress research paper investigates the role of virtual reality (VR) in engineering education lab courses. While there are ongoing debates about the feasibility and practicality of deploying VR on a large scale for engineering instruction, there has been growing evidence in support of the efficacy of VR to promote certain types of engineering instruction[1]. Most importantly, it is essential that we understand students’ social interactions in VR-based learning environments. This work-in-progress explores patterns of social presence indicators during a collaborative desktop virtual reality (VR) Land surveying task. Participants were asked to think-aloud and video record their interactions and conversations while completing learning tasks using a desktop VR environment. The desktop program was a computer program that simulates land surveying. The qualitative data analysis was based on the framework of social presence by Rourke et al. [2]. The study reported on indicators, frequencies and patterns or themes of social presence observed during student’s interactions with one another in the learning environment. This study also highlighted potential implications of this observation for future research on students’ social experiences in VR-based engineering education.

This panel will discuss the role of different knowledge artifacts in creating, maintaining, and circulating knowledge within the engineering education community. The past decade has seen a significant increase in the venues available for sharing engineering education research and as the field grows and builds more knowledge, it is equally important to also take stock of prior work and of strategies to create novelty. Within this context, what is the role of different knowledge encapsulating artifacts and why do those who engage with creating these artifacts do so? In this panel we touch upon these issues while taking stock of the knowledge base in the field. We will also discuss what the future of knowledge creation in the field might look like given the move towards open access online publications as the primary form of knowledge circulation. Finally, in the post-COVID context, what will and should be the role of in-person events in this process. In terms of equity of participation, what potential avenues are available?

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.

This research work-in-progress paper displays research work in the area of online laboratories. This study examined the use of a desktop-based virtual environment that emulates an instructional laboratory experiences in the field of bioengineering, more precisely in the area of tissue engineering. This virtual laboratory was used as a homework activity in an undergraduate engineering course at [university] with in total 43 students. The major goal of this research work was to investigate the impact of this virtual lab activity on the students’ overall motivation. Both quantitative and qualitative research methods were applied during the study in form of a post-intervention survey and additional post-intervention interviews with selected students. The interview results are the focus for this particular paper. The interview protocol was informed by Jone’s MUSIC model motivation. The interviews revealed significant insights into the students’ motivation in context with virtual laboratory work and also offered a general understanding of the students’ perspective on virtual, instructional laboratories. Preliminary qualitative analysis discovered that students found the simulation to be very useful to repeat lab procedures. Using the MUSIC model of motivation framework, the qualitative analysis shows that the students appreciate the online simulation in terms of a method to improve understanding but do not find this as a full replacement for hands-on, traditional labs.

This innovative practice full paper is displaying research results on implementing a ready-to-use remote lab in the area of electronics called Virtual Instrument Systems In Reality (VISIR) in several electrical engineering classes at the University of Georgia (UGA) over three consecutive terms. The displayed research data has been generated during the spring, summer, and fall terms in 2019. This paper discusses existing research contexts and results concerning VISIR in general and the VISIR integration at UGA in particular. Furthermore, the students' feedback and educational research results from the focused three semesters will be displayed. It is evident, that the use of remote labs does exclude segments of reality and context during the experimental procedure. The question is instead, if and to what extent this is beneficial for the learning experience, e.g. by looking at collaboration and learning outcomes.

This Innovative Practice Work-In-Progress paper describes an ongoing effort to develop a remote laboratory version of the “Diffusion in Liquid” experiment. Providing undergraduate students with a seamless practical experience in the laboratory is often challenging for reasons ranging from limited equipment to the geographical constraints imposed on lab time scheduling. Unlike the traditional lab that requires a physical space, technological advances make it possible to develop lab modules that can be accessed remotely, and without the same time constraints as traditional laboratories. Laboratory modules that are accessible remotely could make the lab experience available to students even when physical equipments are unavailable - cutting down on scheduling bottlenecks or downtime. The project reported in this study describes an on-going effort to develop a remote laboratory replica of the “Diffusion in Liquid” experiment. This report describes preliminary developmental efforts and the educational research plan proposed in evaluating the equivalence of students' learning in the remote laboratory environment compared to traditional laboratory.

Within the last years the demand for intercultural awareness and intercultural competences among the working force in engineering grows significantly. Even if engineers more than other professions have always been working in international settings, the situations of international collaboration in engineering work increased. Moreover, strategy papers on European and national levels endorse the rising demand by industry for such graduates and claim development of internationalization within the German landscape of higher education institutions (HEIs) for several years now. However, if these topics are important for successful engineering careers, the question is "If at all, in how far are these topics addressed in current engineering curricula?". In order to answer this question mechanical engineering curricula of 10 German technical universities have been examined by performing a quantitative content analysis and searching for respective keywords. The underlying assumption is, that if these topics are addressed in engineering study programs this must be visible in the official documents, too. The results of the conducted content analysis presented in this paper are in a way disappointing. Based on the found keywords, the amount of modules that tackle international awareness and international topics in engineering is by far smaller than anticipated. It is in particular even smaller than the significance of these topics in business may suggest. Hence, from our perspective this area still offers substantial untapped potential.

A concept for a Manufacturing Technology Online Course, which combines the MOOC approach and the use of a remote laboratory is presented. Hence, this online course is a combination of a MOOC-concept and a physically existing but tele-operatively usable experimentation laboratory for real engineering experimentation. Developing this online course can be either used as an advertising for mechanical engineering education in Germany and for the "Master of Science in Manufacturing Technology (MMT)" or as one part of the preparation process for international students coming to Dortmund in advance of their stay in Germany. For doing so the course offers not only core engineering content around the topic of manufacturing technology but also explains the German educational system at higher education institutions and presents cultural information about Germany as a place to live.

In German higher engineering education the meaningful use of mobile devices is still underrepresented and seldom goes beyond simple technology provision. This is the case although the use of mobile devices offers completely new opportunities for teaching and learning contexts. The course “Fit for Science” wants to change this. Hence, it is developed to give the students the opportunity to use tablet PCs in context of their studies and simultaneously to improve their abilities in the field of scientific working processes. Therefore this course concept heavily relies on the use of Evernote, which is an online tool for developing shared notebooks and with this documenting and organizing the working process. In addition to that Evernote perfectly works as an application on mobile devices, too. The course itself is divided in four present meetings and three working phases in which students apply in teams the learned methods on an own research project. During the working phases students create presentations, a poster, and a scientific report. Based on the internal course evaluation and the students' feedback we found that the combination of tablet PCs with the Evernote software is a good opportunity to show how mobile devices can meaningfully be integrated into higher engineering education.

The question “What should engineering students learn for being successful engineers?” is and always was a driver for intense discussions about curriculum development in engineering education. Contributions to this question differ between various types of education institutions and organizations, various fields of specialization, and even various countries. Such differences make it necessary, that a framework, which describes the students' intended learning outcomes in engineering education programs, must be designed openly to represent engineering education in general and in the same way accurately enough to answer the question above. Therefore this work-in-progress-paper firstly discusses a general model of areas of competence, secondly looks at different accreditation boards' criteria for engineering education, thirdly combines the boards' criteria with the general areas of competences and fourthly derives conclusions for engineering education in laboratories.

Contemporary laboratory learning in combination with state-of-the-art ICT can provide a vast variety of novel opportunities for creative experimentation and inquiry learning. Fostering and encouraging creative laboratory learning in engineering education may not only breathe life into what is learned but also involves the chance to consolidate students' understanding as well as creative self-efficacy. The presented conceptual framework proposes an individual learning environment based on mobile technology in combination with an e-portfolio system to facilitate and foster creative laboratory learning in engineering education. Since new ideas largely appear spontaneously, the application of mobile devices aims at boosting creative thinking processes. Having the mobile device handy permits the user to get hold on at least a quick note of an idea or to record it, as well as storing observed artefacts and activities for further elaboration. This article also features six different task-based scaffolding scenarios to foster creativity in the lab in order to illustrate how the proposed personal learning environments might enrich formal classroom activities and laboratory work to attain high-level learning outcomes.

Nowadays, university students are facing a large number of highly diverse media, including conventional books as well as online-based mobile applications - all used to support learning. Especially the internet with its connected social media services or e-learning possibilities induced significant changes in society and in the landscape of higher education during the last years and still do so. The four universities RWTH Aachen University, Ruhr-University Bochum, TU Dortmund University, and the Karlsruhe Institute of Technology conducted an exploratory student survey on media and information use, in order to expand the empirical database on that topic. A special focus was laid on mobile learning. In this context the survey asked for hardware and software the students are using and for those situations where they already got in contact with any kind of mobile learning - e.g. by using special apps for learning or because they were asked by their teachers to use a mobile device. The results of the survey elucidate that the use of online media and especially social media as well as mobile devices in higher education are in need to be promoted in future. Furthermore, it reveals demands for action in the field of media competency concerning students as well as teachers.

Within laboratories in Engineering Education students have the chance to do own experiments and by that gain own experiences in their learning processes - means that they are an adequate opportunity to implement experiential and research based learning. Recently finished research projects - e.g. like the PeTEX project done by universities in Dortmund (Germany), Palermo (Italy) and Stockholm (Sweden) - implemented an opportunity to do experiential learning by using real laboratory equipment without being physically in the laboratory but having access via the Internet. A question in this context is, how students can document their learning process and show to others (teachers and/or other students), what they have been doing. Making the whole environment available for mobile devices so that students have access from virtually everywhere and every time is the consequent further development. With this work in progress paper we show what kind of role e-portfolios can play in the learning process and which kind of scenarios are possible using the software on mobile devices. Furthermore, we show that the combination of experiential learning and the use of e-portfolios offer a great potential to promote the learners' creativity. This unique combination of topics is realized within one subtask of the project “ELLI - Excellent Teaching and Learning in Engineering Education” at TU Dortmund University.

Cultural competency is a priority for engineering education but it is often difficult to engage students in immersive international experiences that develop inter-cultural awareness. Undergraduate engineering students face packed curricula with little or no room for languages and an often unforgiving structure that puts them a year out of course sequences if they do travel for a study abroad. In this paper, we examine how online education can be a transformational factor in this challenge. When designed to create interactive, engaging learning, an online platform can support joint international experiences that develop cultural competency without requiring the time and expenses that are often a barrier for students. We present a joint online engineering course designed and implemented by the University of Virginia (UVa) and the TU Dortmund University (TU) with students from both countries.

This paper presents how Problem Based Learning is integrated in Industrial Engineering higher education provided by the Industrial Engineering Laboratory at TU Dortmund University in Germany. After pointing out the necessary asset of competences for Industrial Engineers as the intended learning outcome, Problem Based Learning is presented as one appropriate concept for competence development in higher education in engineering. The implementation of this explicit course design and its advantages is shown by explaining the specific course example “Workplace Design” in detail, which is carried out in a hands-on laboratory - the Industrial Engineering Laboratory.