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Two undergraduate experiments from the thermo-fluids and solid mechanics curricula are converted into virtual web-based modules. Student learning is evaluated by comparing control and experimental groups using non-parametric statistical analysis of test and quiz results prior to physical lab sessions, alongside demographic factors such as gender, ethnicity, achievement, age, and course load. Survey responses further indicate strong value for eLIVE as an interactive technology-enhanced learning tool.",{"@graph":69,"@context":123},[70,84,106],{"@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/engineering-laboratory-instruction-in-virtual-environment-elive-summer-2011/589432/",{"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/engineering-laboratory-instruction-in-virtual-environment-elive-summer-2011/589432.png","ImageObject",300,407,{"name":92,"@type":93},"Terk","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",13,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What is the purpose of “eLIVE” in this study?","Question",{"text":113,"@type":114},"“eLIVE” is a web-based tool used to supplement physical engineering laboratory instruction by providing virtual pre-lab practice to improve understanding of experimental procedure and data acquisition.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How were virtual experiments integrated into the curriculum?",{"text":118,"@type":114},"Two undergraduate experiments—one from the thermo-fluids laboratory and one from the solid mechanics laboratory—were transformed into web-based virtual experiments for use before scheduled physical lab sessions.",{"name":120,"@type":111,"acceptedAnswer":121},"How did the study evaluate whether “eLIVE” improved learning?",{"text":122,"@type":114},"A control group that did not use “eLIVE” was compared with an experimental group that used “eLIVE” prior to physical experiments. 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The pedagogy of supplementing physical laboratory with webbased virtual laboratories is implemented by developing a web-based tool, designated in this work as “eLIVE”, an acronym for Engineering Laboratory Instruction in Virtual Environment. Two physical experiments, one each from the thermo-fluids laboratory and the solid mechanics laboratory in the undergraduate mechanical engineering curriculum, are transformed into web-based virtual experiments for application as pre-lab practice sessions. The key question answered here is as follows: Do the web-based virtual experiments developed for supplementation of physical laboratory instruction enhance students’ knowledge of experimental procedure and data acquisition? This question is answered by assessing the performance of a “control” group of students that did not use “eLIVE” and comparing it with the performance of an “experimental” group that availed “eLIVE” prior to the physical experiment sessions. Students’ performance in tests and quizzes administered to both the groups prior to the physical experiments was analyzed, using a non-parametric statistical method, to establish the statistical significance of assessed results with respect to “eLIVE” intervention, and demographic parameters such as gender, ethnicity, academic achievement, age, course load etc. Statistical results as well as students’ response to surveys presented in this work point to “eLIVE” as being a very useful technology-enhanced interactive learning tool. The present study clearly establishes the pedagogy of physical laboratory  \nSUMMER 2011 1  \nADVANCES IN ENGINEERING EDUCATION  \nEngineering Laboratory Instruction in Virtual Environment- “eLIVE”  \nsupplementation with web-based virtual laboratories on a firm ground for possible extension to other engineering laboratory courses at ODU as well as at other institutions.  \nKey Words: Web-based, virtual experiments, visualization.  \nINTRODUCTION  \nThe ODU-DLR Project  \nThis paper presents results from an engineering education project at Old Dominion University (ODU), funded through the Department Level Reform (DLR) program of the National Science Foundation. The ODU-DLR project is directed towards achieving pedagogical improvements in engineering education through creation of new pathways employing technology-based tools to help students learn better. A multidisciplinary team of 12 faculty members from three engineering departments, namely civil, electrical and mechanical, have participated in this project which is transforming the way faculty teach and students learn. The project is helping faculty align themselves with the ongoing transformation of engineering education from traditional teacher-centric to student-centric, a modality in which students are the focal point of the learning process. Using unfettered access to the newly developed web-resources in this project, students are increasingly learning in the anytime-anywhere mode. Although the modules have been used primarily to supplement conventional in-class learning, another broader impact of these web-based modules is that they can potentially be used as building blocks to create highly interactive web-based courses and virtual labs for distance education programs.  \nThe web-based modules, using simulation software and visualization techniques, have been developed, ","cbCaioMNY5VcMVqw","https://ap.wps.com/l/cbCaioMNY5VcMVqw","pdf",4415859,24,"English","# Abstract\n# Introduction\n## The ODU-DLR Project\n## Motivation and Relevance","[{\"question\":\"What is the purpose of “eLIVE” in this study?\",\"answer\":\"“eLIVE” is a web-based tool used to supplement physical engineering laboratory instruction by providing virtual pre-lab practice to improve understanding of experimental procedure and data acquisition.\"},{\"question\":\"How were virtual experiments integrated into the curriculum?\",\"answer\":\"Two undergraduate experiments—one from the thermo-fluids laboratory and one from the solid mechanics laboratory—were transformed into web-based virtual experiments for use before scheduled physical lab sessions.\"},{\"question\":\"How did the study evaluate whether “eLIVE” improved learning?\",\"answer\":\"A control group that did not use “eLIVE” was compared with an experimental group that used “eLIVE” prior to physical experiments. Performance on pre-lab tests and quizzes was analyzed using a non-parametric statistical method, considering demographic parameters such as gender, ethnicity, achievement, age, and course load.\"}]","Engineering Laboratory Instruction in Virtual Environment - “eLIVE” - Summer 2011 | PDF",1792067270]