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Detailed steps describe converting hands-on labs into hybrid format using videoconferencing to stream instrumentation, provide live video, and enable interaction. The campaign combined remote facility tours, expert-at-a-distance verbal support, and two-week feedback via surveys, with students valuing expert input and live video while still preferring hands-on work.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/development-of-hybrid-laboratory-sessions-during-the-covid-19-pandemic/590138/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/development-of-hybrid-laboratory-sessions-during-the-covid-19-pandemic/590138.png","ImageObject",300,407,{"name":92,"@type":93},"Adam","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What hybrid approach was used for the wind tunnel laboratory sessions?","Question",{"text":112,"@type":113},"A videoconferencing-based hybrid format streamed instrumentation, provided live video, and enabled interaction, while experiments were performed by laboratory personnel with remote student engagement kept high.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were students supported during the remote portions of the labs?",{"text":117,"@type":113},"Students received a remote tour of the facility, and an expert-at-a-distance added value through verbal interaction to strengthen conceptual understanding.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the student feedback indicate after the two-week campaign?",{"text":121,"@type":113},"Students provided survey feedback highlighting the added value of expert-at-distance, the live video feed, and working with instructors, with overall positive responses but a strong preference for hands-on laboratories.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590138,1792210762,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1374404737137,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","| | Ad | vances in Engineering Edu | cation |  |  |\n| --- | --- | --- | --- | --- | --- |\n|  |  |  |  | |  |\n|  |  |  |  |  |  |\n\n2022: VOLUME 10 ISSUE 2  \nDOI: 10.18260/3-1-1153-36029  \nDevelopment of Hybrid Laboratory Sessions During the COVID-19 Pandemic  \nMÁTÉ SZ˝OKE ANDREW KATZ AURÉLIEN BORGOLTZ  \nWILLIAM DEVENPORT College of Engineering  \nVirginia Tech, Blacksburg, VA 24061  \nABSTRACT  \nThis paper presents the hybrid delivery method of a laboratory experiment at the Stability Wind Tunnel of Virginia Tech to some 170 students during April 2020, which can be considered the early stages of the COVID-19 induced lockdown. The steps of converting the hands-on labs to hybrid labs are presented in detail. Namely, a videoconferencing tool was used to (i) stream the instrumentation used,(ii) provide live video feed, and (iii) to interact with the students. Labs began with a remote tour of the facility, whilst the presence of an expert-at-a-distance added key value to the labs as it enhanced students conceptual understanding via verbal interaction. The experiments were then performed by laboratory personnel while student’s engagement was kept high via the teleconferencing session. At the end of the two-week laboratory campaign, the students provided feedback of the laboratory sessions via an open-ended and closed-ended survey. They highlighted the added value of expert-at-distance, the live video feed, and the ability of working with instructors. While their feedback was rather positive, students showed a strong preference toward hands-on laboratories. Overall, the methodologies presented here can be considered a relatively low-cost method to upgrade hands-on laboratories to hybrid or remote labs.  \nKey words: hybrid laboratory sessions; COVID-19; wind tunnel experiments  \nINTRODUCTION  \nEngineering laboratory sessions (labs) are a crucial element of undergraduate (UG) engineering education where students apply realistic physical environmental concepts they learn during courses.  \n80 2022: VOLUME 10 ISSUE 2  \nADVANCES IN ENGINEERING EDUCATION  \nDevelopment of Hybrid Laboratory Sessions During the COVID-19 Pandemic  \nUnfortunately, running laboratory teaching experiments have high expenses as they require university space, expensive instruments, and personnel support. UG labs also impose a high load on research laboratories because laboratories also need to meet research needs. While conducting research experiments involves the presence of a handful of people, experiments tailored for education often involve a large number of students conducting experiments in a strict schedule. Usually, universities must cover the overhead cost, the wage of the instructors, the equipment cost alongside its maintenance fees, and the laboratory preparation costs. Remote laboratory sessions offer a relief from some of these financial and workloads by separating the students from the laboratory environment while allowing the remote control of the experiment (M Ogot, Elliott, and Glumac 2003; Madara Ogot, Elliott, and Glumac 2002) . Simulated experiments offer higher cost savings (Goodwin et al. 2011) by emulating the labs in a software environment, but they significantly compromise the interaction between the student and the instrumentation. More recently,(Ma and Nickerson 2006) suggested a new type of laboratory session, the hybrid approach where components of the different types of laboratory sessions (hands-on, remote, and simulated) are combined such that the strength of each approach is utilized.  \nPrevious studies have shown (Ma and Nickerson 2006) that each laboratory delivery approach, namely, hands-on, remote, and simulated, have their own advantages and disadvantages. It was also reported that the nature of the laboratory session also dictates which approach is the most suitable solution to educate students. For example, hands-on labs are efficient in developing design skills, while simulated labs enable performing experiments that otherwise ","cbCaitAXGq4hoPx6","https://ap.wps.com/l/cbCaitAXGq4hoPx6","pdf",5014126,21,"English","# Abstract\n# Introduction\n## Engineering labs in undergraduate education\n## Cost and workload challenges\n## Delivery approaches: hands-on, remote, simulated, hybrid","[{\"question\":\"What hybrid approach was used for the wind tunnel laboratory sessions?\",\"answer\":\"A videoconferencing-based hybrid format streamed instrumentation, provided live video, and enabled interaction, while experiments were performed by laboratory personnel with remote student engagement kept high.\"},{\"question\":\"How were students supported during the remote portions of the labs?\",\"answer\":\"Students received a remote tour of the facility, and an expert-at-a-distance added value through verbal interaction to strengthen conceptual understanding.\"},{\"question\":\"What did the student feedback indicate after the two-week campaign?\",\"answer\":\"Students provided survey feedback highlighting the added value of expert-at-distance, the live video feed, and working with instructors, with overall positive responses but a strong preference for hands-on laboratories.\"}]","Development of Hybrid Laboratory Sessions During the COVID-19 Pandemic | PDF",1792068887,53]