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The impact of take-home laboratories on student perceptions of conceptual and professional learning in electronic engineering across four European universities

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dc.contributor.authorO’Mahony, Tom
dc.contributor.authorHilla, Martin
dc.contributor.authorOnet, Raul
dc.contributor.authorNeag, Marius
dc.contributor.authorTorre Cubillo, Luis de la
dc.contributor.authorZhou, Dao
dc.date.accessioned2025-06-03T09:45:55Z
dc.date.available2025-06-03T09:45:55Z
dc.date.issued2024-09-27
dc.descriptionThe registered version of this article, first published in “European Journal of Engineering Education, 49, 2024", is available online at the publisher's website: Taylor & Francis, https://doi.org/10.1080/03043797.2024.2407480 La versión registrada de este artículo, publicado por primera vez en “European Journal of Engineering Education, 49, 2024", está disponible en línea en el sitio web del editor: Taylor & Francis, https://doi.org/10.1080/03043797.2024.2407480
dc.description.abstractResearch exploring the advantages and limitations of different laboratory modes on student learning is critical so that engineering instructors can design hybrid/blended laboratories to maximise student learning. However, limited research explores the impact of take-home laboratories on student learning. This article documents the impact that the "HELP" take-home laboratory had on student perceptions of conceptual and professional learning across four European universities within the discipline of electronic engineering. Impact was evaluated through a student questionnaire that included Likert-scale and open-ended questions and was completed by 74 participants. The research extends what is known by revealing how take-home laboratories supported student understanding. Participants report that having flexible access and more time to build and test real circuits enhanced their understanding. Participants also reported that take-home laboratories supported the development of specific professional skills. Based on the student perspective, an implication of this research is that take-home laboratories can legitimately complement other laboratory modalities.en
dc.description.versionversión final
dc.identifier.citationO’Mahony, T., Hill, M., Onet, R., Neag, M., Torre Cubillo, L. de la Torre, & Zhou, D. (2024). The impact of take-home laboratories on student perceptions of conceptual and professional learning in electronic engineering across four European universities. European Journal of Engineering Education, 49(6), 1376–1396. https://doi.org/10.1080/03043797.2024.2407480
dc.identifier.doihttps://doi.org/10.1080/03043797.2024.2407480
dc.identifier.issn0304-3797 | eISSN 1469-5898
dc.identifier.urihttps://hdl.handle.net/20.500.14468/26871
dc.journal.issue6
dc.journal.titleEuropean Journal of Engineering Education
dc.journal.volume49
dc.language.isoen
dc.publisherTaylor & Francis
dc.relation.centerE.T.S. de Ingeniería Informática
dc.relation.departmentInformática y Automática
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/deed.es
dc.subject1203.17 Informática
dc.subject.keywordstake-home laboratoriesen
dc.subject.keywordslaboratory learning objectivesen
dc.subject.keywordssurveyen
dc.subject.keywordsgraduate attributesen
dc.subject.keywordselectronic engineeringen
dc.titleThe impact of take-home laboratories on student perceptions of conceptual and professional learning in electronic engineering across four European universitiesen
dc.typejournal articleen
dspace.entity.typePublication
relation.isAuthorOfPublicationd3cfe1c5-d5e5-459e-8ed3-cb1ebb07639e
relation.isAuthorOfPublication.latestForDiscoveryd3cfe1c5-d5e5-459e-8ed3-cb1ebb07639e
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