Using remote experimentation in a large undergraduate course: Initial findings

The use of remote labs in undergraduate courses has been reported in literature several times since the mid 90´s. Nevertheless, very few articles present results about the correspondent learning gains obtained by students, and in what conditions those systems can be more efficient, thus suggesting a lack of data concerning their pedagogical effectiveness. This paper addresses such a gap by presenting some initial findings concerning the use of a remote lab (VISIR), in a large undergraduate course on Physics, with over 550 students enrolled.