Written by: Jejomar Laab
Visuals by: Jeremy Edera
It is highly unlikely that the usual classroom set-up would go back very soon. The question now stands as to whether virtual labs and other off-campus activities precipitate the required technical skills of the new “breed” of engineering graduates. Can the next generation of learners be on an equal footing with the previous graduates?
The most basic definition of engineering is the application of science and mathematics to solve complex problems. Traditionally, engineering education pivots on content-centered, lab-based, hands-on, and design-oriented approaches. However, the current global health crisis compelled academic institutions to explore online learning. This means no real lab activities, actual data gathering, and immersive experiential learning. Given its application-based nature, online instruction raises the concern of the possible erosion of the quality of education.
Even in the earliest engineering schools in the US and France, concepts and theories were deemed to be best taught through apprenticeship programs. It took full aim at practice, so students were required to design and create their innovations. This application-based education goes beyond the theoretical understanding of scholars. Hence, to gear up the students in the professional setting, they must acquire useful practical knowledge.
Accreditation Board for Engineering and Technology, Inc. (ABET) looks into the graduates’ ability to demonstrate the following:
Design and conduct experiments as well as analyze and interpret data
Design a system, component, or process to meet desired needs
Use the techniques, skills, and modern engineering tools necessary for engineering practice.
Classroom, laboratories, and associated equipment must be adequate to accomplish the program objectives and provide an atmosphere conducive to learning
The program includes college-level mathematics and basic science (with experimental experience) appropriate to the discipline.
Programs should be consistent with the aforementioned. Obviously, some of these may not be met on a remote set-up. Hence, schools must be able to adapt and find new solutions to acquire a good portion of these target outcomes, at the very least.
ABET also has 13 learning objectives, which deal primarily with the cognitive and affective domains. Mental cognition goals (e.g., instrumentation, data analysis, and design) can be accomplished even in an online setting. However, meeting the psychomotor and sensory awareness is a challenge in remote teaching, especially in lab-based activities as they require appropriate engineering tools and resources.
Virtual Labs
Online lab instruction can be done either by simulations or remote labs. Simulations have been regarded as the nearest way to reinforce concepts commonly taught in physical labs. Be that as it may, it has limitations since it uses mathematical models, which do not give authentic results. The latter facilitates working on equipment and instrumentation via software but does not give a feeling of real presence in the lab, leaving out some objectives. The challenge now is carrying out experiments in such a way that is closer to “real” lab experience.
Virtual labs can be created through multimedia tools and editors such as HTML, SMIL, and XML that can generate courseware. In the UST Faculty of Engineering, students use various software and online virtual labs—MATLAB, PSpice, LTspice, Quartus Prime, and Polymath, to name a few. These tools are used in different courses, such as General Chemistry Lab for freshmen, Unit Operations Lab and Chemical Process Lab for ChE, Hydraulics Lab and Surveying Lab for CE, and Electric Circuit Theory Lab for ECE. The faculty supplements these with Youtube videos, pre-recorded clips in actual labs, pre-existing datasheets, do-it-yourself experiments, and home distribution of toolkits.
Hands-on experience with lab equipment, instruments, and materials is an inherent and integral part of engineering education. Hence, the current learning format may curtail the quality of education. For example, students may neglect the safety procedures and lab ethics since these are not emphasized in virtual labs. Oversimplifications of an experiment may also overlook significant aspects of the actual process. With simulations being unreal, students may struggle in handling real equipment and instruments in the industry. What’s more is that it restricts excitement and learning curiosity, leading to confined inputs and parameters. The worst case is the possibility of educational gaps, which may reflect in the professional setting later on.
Despite being slammed for not presenting real experience, simulation labs are advantageous over actual labs in terms of flexibility, theoretical understanding, and repetition. It is also easy to use, non-maintenance, and cost-effective. Internet-assisted labs also offer good exposure to conceptual learning, and the safety of students is not a major issue. More so, it overcomes time, price, pace, and place. Many studies also revealed that virtual experiments better improve the practical skills of the students. But it all boils down to the authenticity, constraints, and capabilities of the software.
Research
Another significant pillar that would receive a blow from this distance learning is the research experience of the students. Labs and research facilities are shut down or limited to urgent studies. For this reason, undergrad research and theses were converted to an intensive literature review and finding solutions to address the needs raised due to the pandemic. Others modified their methodologies from using lab equipment to software simulations.
It is a missed opportunity to learn characterization tools, work on real equipment, perform surveys, create prototypes, and arrive with a very conclusive output. But at the same time, it reduces the cost of empirical research, gives quick access to information, and allows convenient data collection.
Internship
Onsite industry immersion was also halted, as per the COVID-19 advisory of the Commission on Higher Education (CHED). This took away the opportunity to leverage the critical skills and to train the students in an actual workplace. Certain equipment and processes may appear to be alien to the new graduates since there is no real, up-close experience. They may also be missing out on important aspects and qualities that employers look for.
Be that as it may, resilience and adaptability in the face of adversities are traits that many companies hunt for in new employees. A variety of virtual internships is still available to cater to students. And since it is output-based rather than time-bounded, a longer free time can be used to learn a new skill or to hone a new one, championing flexibility and resourcefulness.
Limited F2F Classes
Last May, CHED announced that it might consider holding another batch of limited face-to-face classes, should the first batch of medical schools record zero transmission of COVID-19. This second set includes engineering, information technology, industrial technology, and maritime programs. Currently, the commission has permitted 64 medical schools to hold limited face-to-face classes, among them are the Medicine, Medical Technology, Physical Therapy, and Nursing Programs of UST.
“Doing” is crucial in engineering education. In the same way as medical schools, engineering also needs face-to-face classes to gauge the required skills and to effectively assess academic learning. Lab classes stitch together significant concepts, experiential learning, research, data gathering, and design fundamentals. Getting the hands dirty imitates the actual work set-up, teaching students essential skills. In doing so, students learn to succeed—and sometimes fail—in a productive learning environment.
Knowing that the country is in no way near curbing the pandemic, the best alternative is still conducting experiments and other activities on online platforms. Although virtual labs are only temporary measures and stopgap solutions, they do not neglect to prioritize safety and to provide the best possible learning experience that meets the needs of students.
In engineering, it is imperative to tailor the skills, methods, and qualities to the ever-changing world. Changing needs call for adaptive innovations and problem-solving abilities. Extraordinary times require flexibility to new tools and approaches. The new batch of learners must psych themselves up for the “next normal” as the world they would step into is much different in many ways.
