Towards a Framework for Supporting Remote Laboratory Adoption Decisions by Teacher-Academics
- Publisher:
- Kassel University Press
- Publication Type:
- Conference Proceeding
- Citation:
- REV 2010: 7th International Conference on Remote Engineering and Virtual Instrumentation, 2010, pp. 218 - 224
- Issue Date:
- 2010-01
Closed Access
| Filename | Description | Size | |||
|---|---|---|---|---|---|
 | 2009006131OK.pdf | 891.47 kB |
Copyright Clearance Process
- Recently Added
- In Progress
- Closed Access
This item is closed access and not available.
Remote laboratories (RL) have existed for over a decade. They have shown great promise in the delivery of science and engineering education with the potential for providing enhanced flexibility and exposing many more students to a greater diversity of practical laboratory experimentation. This promise is clearly reflected in the number of new RL initiatives across the world and the growing research literature which examines aspects of remote laboratory based pedagogy and its accompanying technology. However for the maximum benefit to be realized Remote Laboratories must be accepted and then adopted by a significant percentage of the worldï½s science and engineering educators and this means making a case for change from existing hands-on-only delivery of the laboratory experience. In order to support this change we need to understand the factors that drive adoption of new technology like Remote Laboratories, and the factors that militate against adoption. This paper examines the human factors surrounding the adoption of any new technology using UTAUT (Unified Theory of Acceptance and Use of Technology) and then examines the specific case of Remote Laboratory adoption and what can be done to facilitate adoption.
Please use this identifier to cite or link to this item: