2023 ASEE Annual Conference & Exposition

RHLab: Digital Inequalities and Equitable Access in Remote Laboratories

Presented at Experimentation and Laboratory-Oriented Studies Division (DELOS) Technical Session 6: Online, Remote, and VIrtual Labs

Recent research has demonstrated that Remote Laboratories (RLs) in engineering education have several benefits over traditional laboratories. RLs allow students to conduct experiments without being physically present, reducing the time commitment required. Additionally, RLs offer an opportunity to include all students, regardless of their location, disability, or other factors that might prevent them from participating in traditional labs. However, despite these advantages, concerns remain about the contribution of RLs towards equitable access and their impact on digital inequality. In this paper, we present the results of a mixed-method analysis that combined quantitative and qualitative thematic methods to assess the impact of RLs on equitable access to educational technologies. To collect data, we administered a survey to students enrolled in a sophomore-level digital design course that utilized a remotely accessible Field Programmable Gate Arrays (FPGAs) lab. The survey aimed to gauge the students' perspectives on equitable access and digital inequalities based on their experience using the remote lab to complete their assignments.

Our analysis reveals that RLs provide new opportunities for equitable access, but also uncovered a connection between low-income students and the challenges they face in studying under conditions of poor internet quality and limited access to internet-connected devices. These findings indicate the existence of digital inequality, which may further exacerbate educational disparities. The outcome of this study aims to guide our development of a new RL for radio-frequency communications courses, to address issues related to digital inequality and provide equitable access to educational resources. Our study provides insights for educators and policymakers seeking to promote inclusive and equitable education, especially in the context of remote learning.

Authors

Mr. Marcos Jose Inonan Moran University of Washington [biography]

Marcos Inonan is a PhD student and research assistant in the Remote Hub Lab (RHLab) of the department of Electrical and Computer Engineering at the University of Washington in Seattle. His research is centered on developing remote laboratories with a lens of equitable access to engineering education, and driven by his commitment to promote diversity, equity and inclusion in STEM education. In addition to his research on remote laboratories, Marcos has expertise in digital communication theory, signal processing, radar technology, and firmware engineering. Additionally, he has extensive experience in teaching embedded systems and senior design courses.
Mr. Animesh Paul University of Georgia [biography]

Animesh was born in Tripura, India, and raised in a liberal modern “brown” military upbringing. He prefers the pronouns “He/They” and considers himself a creative, sanguine, and outgoing individual. He graduated with a bachelor’s degree in Technology focusing on Electronics and Electrical Engineering from KIIT University. He is now a part of the Engineering Education Transformation Institute as a Ph.D. student under the advisement of Dr. Racheida Lewis. His research is in Engineering Education, focusing on equity, inclusion in the classroom, and easing student transition to the workforce catering to STEM graduates.
Dr. Dominik May http://orcid.org/0000-0001-9860-1864 University of Wuppertal [biography]

Dr. May is a Professor at the University of Wuppertal. He researches online and intercultural engineering education. His primary research focuses on the development, introduction, practical use, and educational value of online laboratories (remote, virtual, and cross-reality) and online experimentation in engineering and technical education. In his work, he focuses on developing broader educational strategies for designing and using online engineering equipment, putting these into practice, and providing the evidence base for further development efforts. Moreover, Dr. May is developing instructional concepts to bring students into international study contexts to experience intercultural collaboration and develop respective competencies.

Dr. May is President of the International Association of Online Engineering (IAOE), which is an international nonprofit organization to encourage the wider development, distribution, and application of Online Engineering (OE) technologies and their influence on society. Furthermore, he serves as Editor-in-Chief for the International Journal of Emerging Technologies in Learning (iJET) intending to promote the interdisciplinary discussion of engineers, educators, and engineering education researchers around technology, instruction, and research. Dr. May has organized several international conferences in the Engineering Education Research field.
Dr. Rania Hussein University of Washington [biography]

Dr. Rania Hussein is an Associate Teaching Professor in the Electrical and Computer Engineering department at the University of Washington, where she also serves as the founder, principal investigator, and director of the Remote Hub Lab (RHLab). With her research focus on embedded systems, medical image analysis, digital twinning, and remote engineering, Dr. Hussein is committed to developing innovative solutions that enhance equity and access in engineering education and telehealth practices. Her work in promoting diversity, equity, and inclusion in higher education led to the successful building and passing of the religious accommodation law in the State of Washington, which provides alternative exam testing accommodations for students due to religious observances. Dr. Hussein is the recipient of the 2021 Innovative Program Award from the Electrical and Computer Engineering Department Head Association (ECEDHA), for founding the RHLab, as well as the 2022 IEEE Region 6 Outstanding Engineering Educator, Mentor, and Facilitator in the Area of STEM Award, recognizing her contributions to advancing students' success, mentorship, empowering under-represented communities, and promoting equitable access to engineering education.

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