000			01984cam a2200253 4500500
005			20250121105042.0
041			_afre
042			_adc
100	1	0	_aAbekiri, Najib _eauthor
245	0	0	_aLow-cost laboratory for practical distance learning
260			_c2022.
500			_a38
520			_aThe world of higher education has changed a lot in recent decades, given the omnipresence of information technology. In addition, the capacity of the infrastructure of universities has remained the same despite the high rate of new enrollment. In addition to this, the health and preventive restrictions following the COVID-19 pandemic caused a global crisis in the education sector, and many schools and universities were not prepared for the transition from face-to-face to distance learning. Therefore, it was imperative to adapt educational resources that would allow students and teachers to access virtual classrooms such as Moodle, Google Classroom, Microsoft Teams, Zoom, WebEx, and other online learning platforms. Practical work is an essential part of scientific and technical studies and meets a real supplementary need through real, remote, or virtual laboratories, so that students can consolidate their knowledge and develop analytical skills by comparing empirical results with those obtained during experiments. Pedagogically, remote laboratories are more beneficial than virtual laboratories since the latter are only an approximate computer model of reality via models deployed to perform various simulations.
690			_aE-learning
690			_aRemote lab
690			_aInternet of Things
690			_aremote practical work
690			_aE-learning
690			_aRemote lab
690			_aInternet of Things
690			_aremote practical work
786	0		_nProjectics / Proyéctica / Projectique | o 33 | 3 | 2022-12-29 | p. 65-73 | 2031-9703
856	4	1	_uhttps://shs.cairn.info/journal-projectics-2022-3-page-65?lang=en&redirect-ssocas=7080
999			_c533166 _d533166