Guidance for Transitioning Labs to Remote Instruction

The concepts below include various options which may or may not have to be combined in the same course, as each laboratory experience is different. As laboratory content is subject-specific, instructors must decide what works best for their particular courses and take into account the time necessary for preparation. While it is best to prepare prior to the start of a semester, sometimes this is not possible. Certain options below take more time than others. 

Instructors may also utilize video conferencing tools for synchronous online instruction and/or demonstrations. Note that certain softwares which students may have access to on campus-based devices, may not be accessible to them otherwise at the point of transition. 

NOTE: Instructors should not share lab recordings from previous semesters (following NJIT’s Policy for Recording Classes).     

Other possibilities may include: 

Hands-On Labs

• Take the time to record each lab experiment in video format, not more than 20 minutes in length to keep the student's attention using Kaltura.

• If labs have multiple parts, chunk these into shorter videos.

• Perform labs several times to obtain various sets of data which could be shared with groups of students later on. 

• Search for simulation software that students may use as a backup during the semester or as an alternative to labs. See this google sheet created by the POD Network for possible resources. 

• For more long-term labs, put together basic at-home kits that students could use, or lists of materials that students could acquire.

• Examine software, textbooks, and reference platforms from NJIT and outside vendors that you and your students could use. Some packages include self-paced training modules, online experiments, and student exercises. Examples may include MATLAB or AccessEngineering. 

• Share educational videos portraying the experimental process with animations. The Journal of Video Experiments is one example of an encyclopedia of experiments. 

• Have students perform the lab at-home if a reproduction of the lab is possible using pre-made kits, or materials they could acquire.

• Perform the lab as the instructor while having students watch and gather data live via Webex. 

Computer-Based Labs

• Instructors may perform the lab and screen-share via Webex. Students may also be allowed to share screens to show any issues or questions. Instructors may also opt to provide students with step-by-step tutorials, videos, or documents.

• Use online simulations/virtual labs that students access via links in Canvas. In other cases, textbook publishers may also have supplementary online simulations.

Comprehension/Presentation

• Extract datasets from published literature, provide students with sample data, have them complete the investigation, and write a lab report. 

• Use your own sample data and share this with students for analysis.

• Have students generate hypotheses and literature reviews based on what is already known in the literature. 

• Convert the lab into a Canvas module. This could include detailing the process, including various data set results, and student assessment. 

• Use real-world examples based on the intention of the lab. Students could read articles or case studies and connect the data and concepts individually or as groups to the lab. 

• If students are in need of presenting their content, tools such as Webex, Kaltura, or VoiceThread may be used.