Inonan Moran, M. J., & Hussein, R. (2024, June), Thematic Insights from Focus Groups: Addressing Digital Inequalities in Remote Laboratories for Equitable Engineering Education  Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--48151

\bibitem{asee_peer_48151}
  Inonan Moran, M. J., \& Hussein, R. (2024, June), \emph{Thematic Insights from Focus Groups: Addressing Digital Inequalities in Remote Laboratories for Equitable Engineering Education}
  Paper presented at 2024 ASEE Annual Conference \& Exposition, Portland, Oregon.
  10.18260/1-2--48151

Marcos Jose Inonan Moran and Rania Hussein.  "Thematic Insights from Focus Groups: Addressing Digital Inequalities in Remote Laboratories for Equitable Engineering Education".  2024 ASEE Annual Conference & Exposition, Portland, Oregon, 2024, June.  ASEE Conferences, 2024.  https://peer.asee.org/48151 Internet.  14 Dec, 2024

\bibitem{asee_peer_48151}
  Marcos Jose Inonan Moran and Rania Hussein.
  "Thematic Insights from Focus Groups: Addressing Digital Inequalities in Remote Laboratories for Equitable Engineering Education".
  \emph{2024 ASEE Annual Conference \& Exposition, Portland, Oregon, 2024, June}.
  ASEE Conferences, 2024.
  https://peer.asee.org/48151 Internet.  14 Dec, 2024

@INPROCEEDINGS{asee_peer_48151
author = "Marcos Jose Inonan Moran and Rania Hussein"
title = "Thematic Insights from Focus Groups: Addressing Digital Inequalities in Remote Laboratories for Equitable Engineering Education"
booktitle = "2024 ASEE Annual Conference \& Exposition"
year = "2024"
month = "June"
address = "Portland, Oregon"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/48151}
number = {10.18260/1-2--48151}
}

TY  - CPAPER
AB  - The integration of Remote Laboratories (RLs) into engineering education has deeply impacted instructional methodologies. Their cost-effectiveness, low maintenance, and ease of accessibility have enticed educational institutions to incorporate them into their curricula. This pedagogical transition has raised questions about potential digital inequalities that may arise due to the advanced technological component of RLs. In this context, the Remote Hub Lab (RHL) focuses on studying the impact of digital inequalities in RLs concerning equitable access. This paper extends the findings of a previous study involving students utilizing a remote lab based on Field Programmable Gate Arrays (FPGAs). The earlier survey-based research affirmed the potential of RLs to promote educational equity. However, it is also revealed that the evolution of internet technology can trigger digital inequalities, particularly affecting students from low-income backgrounds who face challenges related to internet quality and device connectivity due to insufficient technology maintenance, hardware issues, and logistical constraints concerning public access. In this context, the present paper seeks to delve deeper into these issues through resource-intensive focus-group discussions. These discussions aim to unravel the intricacies of the challenges faced by students, analyze how remote labs impact on the three levels of inequalities, and identify potential solutions and interventions. Data from focus-groups help to find the ``how" and ``why" behind the survey data obtained from students, providing a more comprehensive and human-centered perspective on their experiences within the realm of digital inequalities. The insights obtained from this research will serve as valuable input for the development of a model for building and evaluating remote labs designed specifically for radio-frequency communications courses.
AU  - Marcos Jose Inonan Moran
AU  - Rania Hussein
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  - Thematic Insights from Focus Groups: Addressing Digital Inequalities in Remote Laboratories for Equitable Engineering Education
UR  - https://peer.asee.org/48151
DO  - 10.18260/1-2--48151
ER  -