Abstract
The advances obtained in the field of knowledge of the information and communication technologies (ICT), transformed into a wide range of applications, methods and techniques, have forwarded the development of distance learning through the Internet. When distance learning is linked to disciplines such as Physics, Chemistry and Engineering, the best-known learning management systems (LMS) make it possible to develop some practical activities but these turn out narrow when it is necessary to encourage learning processes through experimental activities. During the last decades, and mostly in the countries in the north hemisphere, this need found a way for the exploration of possibilities, in the development of the remote laboratories. The challenge is that the inclusion of these laboratories in the curriculum is done within the frame of strategies that add value to the teaching processes, giving real chances for the building of learning experiences. This work aims at sharing the findings and thoughts arisen from the analysis of some significant number of experiences carried out by the authors, from the inclusion of the remote laboratory as a complementary teaching resource in different educational environments: courses of Physics for the teaching of Engineering at National Universities, postgraduate training and teaching training.
Highlights
The advances in the field of knowledge of the information and communication technologies (ICT), many of which transferred to contexts of use as a wide range of applications, methods and techniques, have become great allies in the development of distance education through the Internet
We agree with García Zubia et al (2009) that it is true that it is possible to carry out some practical activities through the use of those systems; it is true that purely practical activities belonging to experimental or technical branches such as Chemistry, Physics or Engineering, cannot find a complete solution within those systems
The development and use of remote laboratories have been disseminated over the last years; some authors (Lerro & Protano, 2007; Monje et al, 2009; López Luro et al, 2009; Masanet et al, 2011), who describe the developments belonging to Universidad Nacional de Rosario (UNR), Universidad Nacional del Litoral (UNL), Universidad Nacional de San Juan (UNSJ) and Universidad Nacional de Comahue (UNCo) can be mentioned
Summary
The advances in the field of knowledge of the information and communication technologies (ICT), many of which transferred to contexts of use as a wide range of applications, methods and techniques, have become great allies in the development of distance education through the Internet. We agree with García Zubia et al (2009) that it is true that it is possible to carry out some practical activities through the use of those systems (exercises, exams, on-line delivery of projects, etc.); it is true that purely practical activities belonging to experimental or technical branches such as Chemistry, Physics or Engineering, cannot find a complete solution within those systems. In these disciplines, the classroom has always been full of resources, tools, different kinds of technologies and has had different teaching aims. Mostly in the countries in the north hemisphere, this need has found a way for the exploration of possibilities, in the development of the remote laboratories
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