Abstract
Online laboratories have been conducted in Malaysian universities using video demonstrations, virtual or simulation tools, or/and remote laboratories. Recent studies on online engineering labs mainly focused on the student learning experience, facilities, and teaching quality. The literature review indicated that the effectiveness of online laboratory learning should be approached from the cognitive, affective, and psychomotor (CAP) domains. The perceived effectiveness of these learning domains will help practitioners identify learning gaps in current practices. This study aims to measure learning effectiveness in CAP using the perceived CAP tool in electrical engineering online laboratory courses in a Malaysian public university. Three electrical and electronics online laboratory courses were selected. A survey questionnaire based on perceived CAP was distributed to 273 students and received 139 responses, a 50.92% response rate. The measured data were analyzed using descriptive statistics and reliability analysis in SPSS. The survey results suggest that affective learning is enhanced. However, psychomotor learning efficiency is badly affected when the delivery mode of the laboratory course content is changed from physical face-to-face to total online delivery. The evaluation of the effectiveness of cognitive learning was inconclusive due to the limitation of sample size in this area to enable accurate measurement.
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