Use of virtual labs to support demand-oriented engineering pedagogy in engineering technology and vocational education training programmes: a systematic review of the literature

Abstract

ABSTRACT Virtual labs offer the promise of increasing and expanding learning opportunities, yet more needs to be understood about pedagogical implementation in higher education settings particularly within engineering technology (ET), vocational education and training (VET), and related sub-baccalaureate programmes. There is little empirical research on educational efficacy and pedagogical incorporation of virtual labs focusing on ET and VET programmes and students. The purpose of this systematic review is to synthesise the use of virtual labs in ET and VET programmes, provide a comprehensive state of knowledge on pedagogical integration, and identify key characteristics. This work will support a greater understanding of the use of virtual labs in ET and VET programmes. An empirically based understanding supports postsecondary sub-baccalaureate engineering education pedagogy including scientific, social, student, and economic perspectives. These perspectives lead to research recommendations and implications specifically for ET and VET programmes integrating virtual labs.