References
[1]Abou Faour, M., & Ayoubi, Z. (2017). The effect of using virtual laboratory on grade 10
students’ conceptual understanding and their attitudes towards physics. Journal of Education
in Science Environment and Health, 4(1), 54-68.
[2]Abumalloh, R. A., Asadi, S., Nilashi, M., Minaei-Bidgoli, B., Nayer, F. K., Samad, S., ... &
Ibrahim, O. (2021). The impact of coronavirus pandemic (COVID-19) on education: The role
of virtual and remote laboratories in education. Technology in Society, 67, 101728.
[3]Achuthan, K., Raghavan, D., Shankar, B., Francis, S. P., & Kolil, V. K. (2021). Impact of
remote experimentation, interactivity and platform effectiveness on laboratory learning
outcomes. International Journal of Educational Technology in Higher Education, 18(1), 1-24.
[4]Bawaneh, A. K. (2021). The satisfaction level of undergraduate science students towards using
e-learning and virtual classes in exceptional condition covid-19 crisis. Turkish Online Journal
of Distance Education, 22(1), 52-65.
[5]Bhute, V. J., Inguva, P., Shah, U., & Brechtelsbauer, C. (2021). Transforming traditional
teaching laboratories for effective remote delivery—A review. Education for Chemical
Engineers, 35, 96-104.
[6]Brooks, S. M., & Alper, H. S. (2021). Applications, challenges, and needs for employing
synthetic biology beyond the lab. Nature Communications, 12(1), 1-16.
[7]Case, J. M., & Light, G. (2011). Emerging research methodologies in engineering education
research. Journal of Engineering Education, 100(1), 186-210.
[8]Corter, J. E., Nickerson, J. V., Esche, S. K., & Chassapis, C. (2004, October). Remote versus
hands-on labs: A comparative study. In 34th Annual Frontiers in Education, 2004. FIE
2004. (pp. F1G-17). IEEE.
[9]Corter, J. E., Nickerson, J. V., Esche, S. K., Chassapis, C., Im, S., & Ma, J. (2007).
Constructing reality: A study of remote, hands-on, and simulated laboratories. ACM
Transactions on Computer-Human Interaction (TOCHI), 14(2), 7-es.
[10] DiSessa, A. A. (2001). Changing minds: Computers, learning, and literacy. Mit Press.
[11] Domínguez, M., Fuertes, J. J., Prada, M. A., Alonso, S., & Morán, A. (2014). Remote
laboratory of a quadruple tank process for learning in control engineering using different
industrial controllers. Computer Applications in Engineering Education, 22(3), 375-386.
[12] Dunne, J., & Ryan, B. (2010). Improving the undergraduate laboratory learning experience
through redesigned teaching and assessment strategies integrating transferable skills and
focusing on feedback. Teaching Fellowships, 21, 1–8.
[13] Estriegana, R., Medina-Merodio, J. A., & Barchino, R. (2019). Student acceptance of virtual
laboratory and practical work: An extension of the technology acceptance model. Computers
& Education, 135, 1-14.
[14] Gamage, K. A., Wijesuriya, D. I., Ekanayake, S. Y., Rennie, A. E., Lambert, C. G., &
Gunawardhana, N. (2020). Online delivery of teaching and laboratory practices: continuity of
university programmes during COVID-19 pandemic. Education Sciences, 10(10), 291.
[15] Garcia, M., Quiroga, J., & Ortin, F. (2021). An infrastructure to deliver synchronous remote
programming labs. IEEE Transactions on Learning Technologies, 14(2), 161-172.
[16] J. M., McKimm, P., Lindberg, R., & Schmidt, M. (2019). Here or their instruction: Lessons
learned in implementing innovative approaches to blended synchronous learning. Tech
Trends, 63(2), 123–132. https://doi.org/10.1007/s11528-018-0344-z.
[17] Kang, J., & Temkin, S. (2022). Integration of Web-based Arduino/circuits Simulator in
Enhancing Future Engineering Student Projects. In AIAA SCITECH 2022 Forum (p. 1352).
[18] Kapilan, N., Vidhya, P., & Gao, X. Z. (2021). Virtual laboratory: A boon to the mechanical
engineering education during covid-19 pandemic. Higher Education for the Future, 8(1), 31-
46.
14 Iranian Distance Education Journal, Vol. 3, No. 2, (New Series) Summer-Autumn 2021
[19] Khan, Z. H., & Abid, M. I. (2021). Distance learning in engineering education: Challenges
and opportunities during COVID-19 pandemic crisis in Pakistan. The International Journal of
Electrical Engineering & Education, 0020720920988493.
[20] Lakhal, S., Bateman, D., & Bedard, J. (2017). Blended synchronous delivery modes in
graduate programs: A literature review and its implementation in the master teacher program.
Collected Essays on Learning and Teaching, 10, 47–60.
https://doi.org/10.22329/celt.v10i0.4747.
[21] Latchman, H. A., Salzmann, C., Thottapilly, S., & Bouzekri, H. (1998, July). Hybrid
asynchronous and synchronous learning networks in distance education. In International
Conference on Engineering Education (pp. 93-107).
[22] Lima, N., Viegas, C., & Garcia-Peñalvo, F. (2019, October). Didactical use of a remote lab:
a qualitative reflection of a teacher. In Proceedings of the Seventh International Conference
on Technological Ecosystems for Enhancing Multiculturality (pp. 99-108).
[23] Lindsay, E. D., & Good, M. C. (2005). Effects of laboratory access modes upon learning
outcomes. IEEE transactions on education, 48(4), 619-631.
[24] Lindsay, E., Naidu, S., & Good, M. (2007). A different kind of difference: Theoretical
implications of using technology to overcome separation in remote laboratories. International
Journal of Engineering Education, 23(4), 772.
[25] Lowe, D., Newcombe, P., & Stumpers, B. (2013). Evaluation of the use of remote
laboratories for secondary school science education. Research in Science Education, 43(3),
1197-1219.
[26] Machotka, J., Nafalski, A., & Nedić, Z. (2011). The history of developments of Remote
experiments (Doctoral dissertation, World Institute for Engineering and Technology
Education).
[27] Olson, G. M., & Olson, J. S. (2000). Distance matters. Human–computer interaction, 15(2-
3), 139-178.
[28] Padilla-Meléndez, A., del Aguila-Obra, A. R., & Garrido-Moreno, A. (2013). Perceived
playfulness, gender differences and technology acceptance model in a blended learning
scenario. Computers & Education, 63, 306-317.
[29] Radhamani, R., Kumar, D., Nizar, N., Achuthan, K., Nair, B., & Diwakar, S. (2021). What
virtual laboratory usage tells us about laboratory skill education pre-and post-COVID-19:
Focus on usage, behavior, intention and adoption. Education and information
technologies, 26(6), 7477-7495.
[30] Raes, A., Detienne, L., Windey, I., & Depaepe, F. (2019). A systematic literature review on
synchronous hybrid learning: gaps identified. Accepted for publication in Learning
Environments Research.
[31] Reeping, D., & Knight, D. B. (2021). Information asymmetries in web ‐based information
for engineering transfer students. Journal of Engineering Education, 110(2), 318-342.
[32] Rowe, R. J., Koban, L., Davidoff, A. J., & Thompson, K. H. (2018). Efficacy of online
laboratory science courses. Journal of Formative Design in Learning, 2(1), 56-67.
[33] Saeed Al-Maroof, R., Alhumaid, K., & Salloum, S. (2021). The continuous intention to use
e-learning, from two different perspectives. Education Sciences, 11(1), 6.
[34] Safavi, A. A., Salehi, S., Motamedi, M., Kikha, E., Naghavi, V., & Ghaffari, H. (2007). The
First Iranian Virtual and Remote Laboratory for Control Engineer: Design and
Implementation. Iranian Journal of Engineering Education, 9(34), 57-76.
[35] Safavi, A., Safavi, A. A., & Veisi, P. (2013, February). A remote and virtual PLC laboratory
via smartphones. In 4th International Conference on e-Learning and e-Teaching (ICELET
2013) (pp. 63-68). IEEE.
Ghasem Salimi et al: Measuring Satisfaction of … 15
[36] Sonnenwald, D. H., Whitton, M. C., & Maglaughlin, K. L. (2003). Evaluating a scientific
collaboratory: Results of a controlled experiment. ACM Transactions on Computer-Human
Interaction (TOCHI), 10(2), 150-176.
[37] Stefanovic, S., & Klochkova, E. (2021). Digitalisation of teaching and learning as a tool for
increasing students’ satisfaction and educational efficiency: Using smart platforms in
efl. Sustainability, 13(9), 4892.
[38] Tang, J. (2021). Understanding the telework experience of people with
disabilities. Proceedings of the ACM on Human-Computer Interaction, 5(CSCW1), 1-27.
[39] Wang, F. (2018). Computer Distance virtual Experiment teaching Application based on
virtual Reality technology. International Journal of Emerging Technologies in Learning
(iJET), 13(04), 83-94.
[40] Wei, J., Treagust, D. F., Mocerino, M., Lucey, A. D., Zadnik, M. G., & Lindsay, E. D. (2019).
Understanding interactions in face-to-face and remote undergraduate science laboratories: a
literature review. Disciplinary and Interdisciplinary Science Education Research, 1(1), 1-16.
[41] Xie, C., Li, C., Huang, X., Sung, S., & Jiang, R. (2021). Engaging students in distance
learning of science with remote labs 2.0. IEEE Transactions on Learning Technologies.
[42] Yalcin-Celik, A., Kadayifci, H., Under, S., & Turan-Oluk, N. (2017). Challenges faced by
pre-service chemistry teachers teaching in a laboratory and their solution proposals. European
Journal of Teacher Education, 40(2), 210–230.
[43] Zhang, H., & Zhang, S. (2019, January). Design and Implementation of Virtual Laboratory
for Computer Assembly. In 3rd International Seminar on Education Innovation and Economic
Management (SEIEM 2018). Atlantis Press.
[44] Zhang, M. H., Su, C. Y., Li, Y., & Li, Y. Y. (2020). Factors affecting Chinese university
students’ intention to continue using virtual and remote labs. Australasian Journal of
Educational Technology, 36(2), 169-185
