Real, virtual, or simulated: Approaches to emergency remote learning in engineering

Practical engagement, which can be conducted in real, virtual, and simulated modes, is well known to support the cementing of conceptual knowledge in engineering education. This paper proposes integrating the benefits of the different modes in the context of control system learning in a mechatronics engineering course. A low‐cost ball‐on‐beal demonstrator with a Matlab/Simulink software interface is used to bridge the theory‐practice divide in teaching state space control theory. The paper examines the contribution of each mode of learning to highlight how student learning is supported across cognitive, affective and systemic domains. Drawing on student feedback, performance data and lecturer observation, the analysis demonstrates that the virtual system supported cognitive and conceptual learning, while the simulated system presented significant systemic challenges. The lack of access to the real system as a result of emergency remote teaching challenges assumptions about the scope of learning possible in only virtual and simulated modes.