In recent years, changes to the aerospace engineering curriculum have moved the laboratory classes ahead in the four year program. In an effort to alleviate the introduction of prerequisite and scheduling problems resulting from the curriculum changes, a study into the approach of making laboratory classes more accessible was initiated. Two options are in the process of being implemented as a solution to current and future curriculum obstacles as a result of this study. First, the first semester laboratory class has been successfully converted to an introduction to laboratory procedures class with the option of taking the lecture portion via the Web. Secondly, present preparations are underway to offer the entire introductory laboratory class via the Web. An in-depth analysis into laboratory tasks selected for the introductory class on laboratory procedures is presented, along with methods implemented, current results and suggestions for the future complete conversion into a virtual class.

Hands-on experiential learning activities are an important component of computing education disciplines. Laboratory environments provide learner access to real world equipment for completing experiments. Local campus facilities are commonly used to host laboratory classes. While campus facilities afford hands-on experience with real equipment high maintenance costs, restricted access, and limited flexibility diminish laboratory effectiveness. Web-based simulation and remote laboratory formats have emerged as low cost options, which allow open access and learner control. Simulation lacks fidelity and remote laboratories are considered too complex for novice learners. A web-based combined laboratory format incorporates the benefits of each format while mitigating the shortcomings. Relatively few studies have examined the cognitive benefits of web-based laboratory formats in meeting computing education students’ goals. A web-based combined laboratory model that incorporates motivation strategies was developed to address non-traditional computing education students’ preferences for control of pace and access to learning. Internal validation of the laboratory model was conducted using pilot studies and Delphi expert review techniques. A panel of instructors from diverse computing education backgrounds reviewed the laboratory model. Panel recommendations guided enhancement of the model design.