This paper summarizes the approach and outcomes of a remote lab for lifelong learning and the implementation of an active learning pedagogy in a lab-based Industrial IoT Analytics module, which is relevant to Industrial 4.0 transformation, at Temasek Polytechnic for three consecutive years. It also outlines the rationale for implementing remote labs, with the goal of lifelong learning, and employing active learning pedagogical framework. It then shares the full instructional strategy, which demonstrates how high-effect teaching methods, calibrated to cognitive scientific principles, were combined with appropriate educational technology tools to create highly effective learning experiences.
The 2020–2021 academic year was unique for many educators who had to adapt their courses to be conducted remotely due to COVID-19. Due to strict protocols, students returned home immediately after lessons. To prevent students’ learning from being unduly compromised, the teaching team adopted unconventional approaches to deliver lessons. An engaging, interactive e-learning module with self-assessment was created for the Industrial IoT Analytics module. The comprehensive nature of the e-learning modules improved students’ learning quality, with visual step-by-step procedures and guidance actively engaging them.
Despite the shift back to face-to-face teaching post-COVID-19, e-learning modules can still be accessed by Pre Employment Training (PET) and Continuing Education and Training (CET) students in Learning Management System (LMS), enabling repeated watching and long-term retention. This promotes inclusivity as all students can access the resources to learn crucial concepts. Allowing CET students to access the e-learning modules promotes lifelong learning and upskilling to meet current industrial needs, consequently opening new career prospects. Furthermore, Remote Access lab gave students real time industrial hands-on experience to access the shop floor machines in the SMART industry platform anywhere, anytime.
A 5-point Likert survey was conducted to assess students’ learning and engagement. 95% PET and 100% CET students gained confidence in doing labs through this teaching method. 91% PET and 100 % CET students strongly agreed that the e-labs were engaging.
The proposed remote labs with interactive e-learning modules suit lifelong learning because of the increased accessibility, ability to upskill the workforce and promotion of active learning. This approach is recommended to be adopted in similar subjects to aid students’ lifelong and active learning.