Opportunities and Ways of using Laboratory Equipment in a Distance

Learning Environment

Liudmyla V. Vasylieva

1 a

, Denys Yu. Mikhieienko

1 b

, Iryna A. Getman

1 c

and

Maryna V. Kormer

2 d

Donbass State Engineering Academy, 72 Akademichna Str., Kramatorsk, 84313, Ukraine

State University of Economics and Technology, 5 Stepana Tilhy Str., Kryvyi Rih, 50006, Ukraine

Keywords:

E-Learning, Remote Labs, Virtual Laboratory Work, CNC, 3D Printing.

Abstract:

The paper considers the issue of possibility and ways of performing laboratory works in the conditions of

distance learning as well the experience of using virtual works as a forced replacement of traditional practical

training. The peculiarities of distance learning organization under conditions of coronavirus pandemic are

analyzed. The problems faced by the higher educational institutions in this situation based on the analytical

data of the international commissions are reviewed. The problems that arose in the use of laboratory equip-

ment for work in the conditions of the pandemic are analyzed. The advantages and disadvantages of remote

execution of laboratory works are discussed. The problems arising when replacing real laboratory work with

virtual ones are considered. The example of performing laboratory works under distant learning conditions by

providing remote access to them via the Internet on the example of bioelectronics and biomechanics laboratory

is considered. The directions of further development of virtual practical work at the department of computer

information technologies are formulated.

1 INTRODUCTION

Higher education institutions have faced transforma-

tion before with the porting of many educational ma-

terials and activities to online platforms such as Moo-

dle or Blackboard (Mintii, 2020). Recent measures

in response to the COVID-19 pandemic have brought

about an unprecedented transformation in higher edu-

cation (Bakhmat et al., 2021; Trubavina et al., 2021).

Almost all classrooms have moved from traditional

classrooms to virtual classrooms supported by video

conferencing platforms such as Zoom, Webex, Mi-

crosoft Teams, and others.

After the outbreak of the coronavirus pandemic,

the Department of CIT DSEA, like most others, was

forced to switch to distance learning using appropri-

ate modern platforms. However, outside of distance

learning, there is often an important part of the educa-

tional process – laboratory work using special equip-

ment. This issue is especially acute for technical spe-

https://orcid.org/0000-0002-9277-1560

https://orcid.org/0000-0003-1966-0618

https://orcid.org/0000-0003-1835-4256

https://orcid.org/0000-0002-6509-0794

cialties. It is impossible to imagine the process of

teaching technical specialties without its laboratory

component – this is due to the formation of the pro-

fessional competence of specialists with a high level

of training.

Therefore, the problem of organizing laboratory

work in the context of distance learning is very im-

portant.

The purpose of this paper is to investigate the pos-

sibilities and ways to conduct laboratory work in a

distance learning environment.

2 RELATED WORKS

Consideration of the speciﬁcs of conducting a labo-

ratory workshop in a distance learning environment

should begin with a consideration of the speciﬁcs

of education in the context of the coronavirus pan-

demic in general. The pandemic, on a global scale,

has affected not only all spheres of public life (Se-

merikov et al., 2020), but also each person individ-

ually, and not only on the physical but also on the

psycho-emotional levels (Velykodna, 2021). This was

Vasylieva, L., Mikhieienko, D., Getman, I. and Kormer, M.

Opportunities and Ways of using Laboratory Equipment in a Distance Learning Environment.

DOI: 10.5220/0010930800003364

In Proceedings of the 1st Symposium on Advances in Educational Technology (AET 2020) - Volume 2, pages 275-282

ISBN: 978-989-758-558-6

275

especially acutely felt by the education sector since it

required a total transfer of all educational activities

to a distance mode. According to Executive Director

of Chandigarh University (India) S. K. Tripath, “The

new coronavirus has affected employment, education,

energy, agriculture and other areas of the global econ-

omy, including the emotional state of citizens. Higher

education institutions (HEIs), including universities,

colleges and other institutions of higher education, are

no exception” (UN, 2020). According to UNESCO,

the COVID-19 pandemic has led to the largest disrup-

tion in education systems in history, affecting nearly

1.6 billion students in more than 190 countries and on

all continents. School and other educational closures

have affected 94% of the global student population,

with 99% in low- and lower-middle-income countries

(International Commission on the Futures of Educa-

tion, 2020). According to the same UNESCO, 826

million students in the world do not have personal

computers, 706 million (43%) do not have access to

the Internet (Faek and El-Galil, 2020).

In high school, the use of web-based distance ed-

ucation is expanding rapidly. This requires constant

improvement of the technological and methodologi-

cal support of the educational process. Failure in ed-

ucation is a serious threat to the entire society. There-

fore, educational institutions must respond quickly

and ensure the continuity of educational processes.

Research is underway to develop technical, organiza-

tional, and pedagogical changes that educational in-

stitutions must implement to use different methods

of interaction, ensure continuity and provide high-

quality education (Bojovi

c et al., 2020).

Research on the advantages and disadvantages of

distance education is important (www.eztalks.com,

2017). Many universities are researching to examine

the effectiveness of distance learning at universities

in light of the coronavirus pandemic and to identify

the barriers that university students face. Bataineh

et al. (Bataineh et al., 2021) is pointed out that dis-

tance learning requires an exceptional environment,

ability, and IT skills in addition to smart devices and

applications that enable video conferencing. Another

important area is the study of methods and means

for involving students in the online learning process

(Chen et al., 2021). An important step in the transi-

tion to online of many laboratories that are used in

higher education, especially in STEM ﬁelds. This

is important for students of those specialties that re-

quire access to physical objects: devices, sensors,

control devices. One of the ways to solve this prob-

lem is to use Remote Lab and Virtual Lab technolo-

gies when programming an embedded system and ap-

plying them to managing technical objects (Zub

ıa and

Alves, 2011; Sancristobal et al., 2012). A virtual lab-

oratory is a software and hardware complex that al-

lows research without direct contact with real pro-

duction or educational equipment, or in the absence

of it (Sancristobal et al., 2012). The Remote Lab in-

cludes real technological equipment, software, and

hardware for controlling the technological complex

and analog-digital conversion of measuring signals

from sensors installed on the equipment. At the same

time, it should be ensured: the operation of the equip-

ment, a reliable access channel via the Internet, access

dispatching and accounting of work performed, video

stream transmission using appropriate equipment, etc.

These tasks are solved, for example, in the GOLDi

system (GOLDi, 2021). Within the GOLDi Remote

Lab, interactive content objects can be offered to stu-

dents to digitally support learning processes. These

are digital, immersive tools that allow you to explore

learned content with predeﬁned or self-created ex-

amples. Virtual Lab emulates laboratory equipment

through the use of mathematical models (Vasilyeva

and Portnyagin, 2017; Tarasov et al., 2020b). It is

also necessary to improve the technologies of the ed-

ucational process based on the use of IT.

To ensure a proper response to emerging prob-

lems, universities need to focus on changing not only

teaching methods but also the very approaches to

teaching, organizing the educational process, and to

do this quality and quickly. On the other hand, it

became necessary to abandon the traditional method

of planning and implementing educational programs.

A regulatory component of the educational process

during a pandemic in the Donbass State Engineer-

ing Academy was the “Regulations on distance learn-

ing for applicants for higher education at the Don-

bass State Engineering Academy in special condi-

tions” (DSMA, 2020). The implementation of this

provision is based on the expansion of distance learn-

ing opportunities through the digitalization of educa-

tion, which, on the one hand, requires an analysis of

the digital infrastructure of the academy, and on the

other, its management. This analysis led to the so-

lution of a global problem for technical universities

– how to implement a laboratory practice on special

equipment in this mode.

All laboratory work can be classiﬁed according to

the type of disciplines where they are used. This ap-

plies more to special disciplines, where the student is

often given the task of measuring the characteristics

of any process using real devices or maintaining the

process occurring in a given state. It is also possible

to set some target state, which should be achieved in

the process of laboratory experiment by appropriate

actions of the student (Tarasov et al., 2020a).

AET 2020 - Symposium on Advances in Educational Technology

276

3 CASE STUDY

Consider the possibilities and ways of remote use of

laboratory equipment of laboratories of bioelectron-

ics and biomechanics of the Department of Computer

Information Technologies of Donbass State Engineer-

ing Academy. They are equipped with modern re-

search and production equipment that was purchased

as part of the work in the international project BioArt

Erasmus+ and allows research on the use of modern

computer information technology in electronics, me-

chanics, biomechanics, and mechatronics. The pro-

duction equipment of the laboratories includes ma-

chines with computer numerical control (CNC) and

a 3D printer. This equipment allows to signiﬁcantly

expand the experience of students in the ﬁeld of com-

puter modeling and automated design in such CAD-

systems as AutoCAD (2D modeling) SolidWorks and

PTC Creo (3D modeling) by moving from computer

models of objects to their material embodiment.

Computer numerical control means a computer-

ized control system that reads the instructions of a

specialized programming language and controls the

drives of metal, wood, and plastic machining ma-

chines and machine tools. The CNC system inter-

preter translates the program from the input language

to the control commands of the main drive, feed

drives, controllers of the machine units (enable / dis-

able cooling, for example). To determine the required

trajectory of the working body as a whole (tool/work

piece) by the control program (CP) uses an interpo-

lator that calculates the position of the intermediate

points of the trajectory speciﬁed in the program end.

CNC machining increases productivity and accuracy

of operations, guarantees a constant level of quality,

which in most cases far exceeds the quality of tra-

ditional manual machining. Many orders that previ-

ously had to be abandoned can now be fulﬁlled eas-

ily and effortlessly, which in the meantime is consid-

ered exclusive and is the category of the largest proﬁt

(Mikhieienko, 2020b).

CNC machines are represented by the following

models. CNC machine Krechet-4060 manufactured

by the Ukrainian company “CNC machines” (ﬁg-

ure 1). This machine can be used for 2D and 3D

milling of all types of plastics, wood, plywood, MDF,

foam, composite, and light metals. The working ﬁeld

of the machine 400 x 600 mm, stroke on the Z-axis

100 mm, processing error 0.08 mm.

These are the Sherline 5410 CNC drilling and

milling machine and the Sherline 4410 CNC lathe

(ﬁgure 2). Sherline is located in the United States

and is widely known in the world for quality small

machines. These machines allow you to perform ma-

chining of parts in both software and manual control

mode. The free version of Mach 3 is used as soft-

ware for controlling motor controllers. It is enough to

control the processing of medium-sized parts.

The Sherline 5410 CNC drilling and milling ma-

chine have a motor power of 0.6 kW, a spindle speed

range of 70–2800 rpm, axial movement: X/Y/Z –

220/127/159 mm, respectively. Stepper motors to

control the movement of the axes with a capacity of

0.2 kW.

The Sherline 4410 CNC lathe has a motor power

of 0.6 kW, spindle speed range 70–2800 rpm, spindle

bore diameter 10 mm, rear headstock quill stroke 45

mm, rear headstock quill cone – MK1, turning diam-

eter over frame 180 mm, turning diameter above the

transverse caliper 90 mm, the distance between the

centers 430 mm, the course of the transverse caliper

110 mm. Stepper motors to control the movement of

the axes with a capacity of 0.2 kW. There is a com-

plete set of equipment that allows you to process not

completely cylindrical parts and cut threads. The ma-

chine allows to carry out processing with simultane-

ous movement of the tool on two coordinates.

Additive technologies have made a big qualita-

tive leap in recent years, moving from the category

of industrial equipment to personal devices. Due to

this, there is an opportunity for the widespread intro-

duction of this technology in the educational process.

This allows not only to reﬁne and expand the clas-

sic laboratory workshop but also to increase students’

motivation and develop their competencies in the ﬁeld

of new technologies and their practical application.

In the conditions of active modernization of ed-

ucation, equipping universities with modern com-

puter technology and transition to various forms of

e-learning, there is an active introduction into the ed-

ucational process of various virtual simulators and

complexes designed to replace real physical experi-

ment, the base of which is often not updated and ob-

solete over time. But a real physical experiment plays

a very important role in the learning process. It allows

not only to instill skills in working with equipment,

but also to develop research and cognitive interest in

students (Mikhieienko, 2020a).

The presence of a large number of 3D printing

technologies on the one hand gives a wide ﬁeld for

choice, on the other hand, imposes certain restrictions

on their implementation. One of the most common

3D printing technologies is FDM (fused deposition

modeling).

Among the main advantages of this type of print-

ing are the following:

• the use of fairly compact printing devices that do

not require special knowledge and skills in instal-

Opportunities and Ways of using Laboratory Equipment in a Distance Learning Environment

277

Figure 1: CNC machine Krechet-4060.

Figure 2: CNC machines: Sherline 5410 CNC and Sherline 4410 CNC.

lation and operation;

• relatively low (compared to devices that use other

technological processes) cost, both the devices

themselves and consumables;

• the principle of the press is simple and technolog-

ical that does not demand special places of instal-

lation;

• openness of technology, i.e. the possibility of its

improvement and modiﬁcation (the possibility of

assembling a printing device from a ready-made

designer or set of components).

Equipment for additive production in laboratories

is represented by a 3D printer FARM2 (ﬁgure 3). This

3D printer has a printing area of 200x200x200 mm,

implements ULTIMAKER kinematics, and has the

ability to print the following types of plastic: PLA,

ABS, PVA, Nylon, HDPE, PCL, PET-G.

Let’s move directly to consider the possibility of

remote laboratory work on CNC machines and 3D

printers. Unfortunately, at the moment, for the full op-

eration of machines and printers, some operations can

only be performed by humans. For CNC machines it

is the installation and replacement of working tools,

blanks and ﬁnished products, chip cleaning. For 3D

printers, this is a replacement for plastic and printed

models. Although for some of these operations there

is already a solution for full or partial automation (tool

replacement and chip removal), laboratory work on

CNC machines and 3D printers without the interven-

tion of a teacher or laboratory assistant is currently

impossible. But, despite this, it is already possible

to remotely monitor the operation of CNC machines

and 3D printers, get the parameters of their work and

quickly adjust them. Consider ready-made solutions

in this area.

In (Rocha and Tostes, 2018) the possibility of

quality control and remote control of the device using

AET 2020 - Symposium on Advances in Educational Technology

278

Figure 3: 3D printer FARM2.

a server is considered. The development of a server

for CNC machine tool management is considered in

order to improve the user experience and expand the

capabilities of the device, including remote monitor-

ing of the device. The work is based on the implemen-

tation of synchronous engine control using such pa-

rameters as: Constant snap period, Constant jerk pe-

riod, Constant acceleration period, Constant velocity

period, and imposed snap bound. This set of param-

eters is a classic for CNC machines. To control the

device, it uses a simple built-in system (single-board

computer) Beaglebone Black with control through the

OS Linux kernel, acting as an operating system. Due

to the choice of OS Linux as the operating system, the

ﬁrmware software is open source.

To implement the ﬁrmware used a patch RTLinux

(Savant and Desai, 2007), designed to work with com-

ponents in real-time. The exchange of information

between blocks in real-time is through shared mem-

ory. A program in C++ using a server on Linux was

developed for remote device management. The pro-

gram works as a server processing client requests. To

implement the client part in the course of work were

considered 3 options: a console application on Linux,

a console application on Windows, and an application

with a graphical interface. PRUSS ﬁrmware was de-

veloped to perform real-time calculations. The server

application used writes data to the shared memory,

which uses the PRUSS ﬁrmware to generate control

signals and exchange their states via GPIO. The board

and computer interact via a TCP connection via an

Ethernet port.

One of the most common open-source ﬁrmware

for remote control of 3D printers is the RepRap sys-

tem. In (Liu et al., 2017) its application is consid-

ered. The web server is developed in Python in con-

junction with the Tornado framework. The authors

highlight some advantages of using the above frame-

work to implement the server. The main advantage is

the lightness of the system and the ability to scale to

service up to tens of thousands of open connections,

which is well suited for the operation of the printer

management system during long-term use of the con-

nection. The paper describes in detail the principle of

client-server communication based on the HTTP pro-

tocol, which allows studying in detail the process of

information transfer. The client part is a web page.

As a result of ﬁrmware research, promising directions

of technology development are proposed, including

improving the functionality of the remote Rep-Rap

server.

To improve the user experience when working

with printing devices, the capabilities of 3D printers

need to ensure their extensibility. One of these mod-

iﬁcations is to provide full or partial tracking of the

behavior of device modules. Monitoring the printing

process requires access to readings from various types

of sensors and printer components. Monitoring the

printing process requires access to readings from var-

ious types of sensors and printer components. This

system allows you to automate the collection of in-

formation about the device for subsequent display of

data to the user to analyze the operation of the printer.

There are also more advanced technologies for track-

ing the printing process, in which the status of the

printer is monitored by analyzing readings from sen-

sors and the position of the head using a neural net-

work (Zhang et al., 2019). The article analyzes the

operation of the position sensor, which is used to col-

lect data on the status of the printer. It uses the pre-

diction root mean square error as an indicator to de-

scribe the operating state of the printer. As a prospect

for the development of technology, the introduction

of such analysis into the remote control system of a

3D printer should be considered, it will allow moni-

toring the quality of the printing process and remotely

Opportunities and Ways of using Laboratory Equipment in a Distance Learning Environment

279

Figure 4: Universal testing machine UIT STM 001.

monitoring the health of the device.

Also, many amateur projects for remote control of

3D printers on the use of open-source software (more

often OctoPrint) and single-board computers Rasp-

berry Pi and Orange Pi are posted in the public do-

main.

Consider the ways of remote use of equipment for

research and development. The study of the mechani-

cal properties of medical purposes, for example, met-

als, composites, threads, are investigated on a uni-

versal testing machine UIT STM 001, which can be

completed with a variety of equipment and devices,

and the software allows testing according to various

standards (GOST, GB, ASTM, DIN, ISO, etc.) and

techniques (ﬁgure 4). Using an application program-

ming interface (API) allows you to develop software

products to extend the capabilities of the testing ma-

chine.

Full automation of the testing machine has the

same obstacles as the automation of machine tools

and 3D printers - human intervention is required, in

the case of a testing machine, to replace prototypes.

The ways of partial remote translation of laboratory

work on a testing machine are also similar – remote

monitoring and control.

But in the case of a testing machine, an alter-

native way is possible – replacing real laboratory

works with virtual ones. In (Vasilyeva and Portnya-

gin, 2017), a prototype of virtual laboratory work was

developed for use in the educational process in the

course ”resistance of materials”. The software pack-

age in real-time provides a full cycle of laboratory

work: preparatory stage (training), installation and re-

moval of the sample, performing measurements of the

sample before and after testing, test, plotting a tensile

diagram to determine the main mechanical strength

characteristics (ﬁgure 5). The tests have shown that

the use of modern technologies for performing vir-

tual laboratory work in the educational process sig-

niﬁcantly increases the quality and efﬁciency of the

learning process and can be used in conjunction with

work on real equipment.

Experience has shown that most students had no

problems with running the labs and completing them.

We believe that the best result is achieved when they

are conducted in real-time, with the teacher’s expla-

nations via video link and dialogue with the students.

4 CONCLUSION

Developed courses are at the stage of implementation

in the educational process. The study of the features

of laboratory work in the conditions of distance learn-

ing showed:

• at this point, it is impossible to make com-

plete automation of equipment for remote labo-

ratory work. Human intervention is required for

some operations. This makes it relevant to de-

velop communications between students, teach-

ers, and laboratory assistants using modern elec-

tronic means of communication, planning, and

optimization of the working time of laboratory

equipment;

• there are many ready-made solutions for remote

monitoring and control of laboratory equipment

using open source software, single-board comput-

ers, cloud services, server, and client applications;

• in some cases, an alternative to laboratory work

AET 2020 - Symposium on Advances in Educational Technology

280

Figure 5: Program interface with three-dimensional models, interface, and mini cameras for simultaneous control of all

processes (Vasilyeva and Portnyagin, 2017).

on real equipment is to replace them with virtual

laboratory works.

The authors do not view the virtual labs as a

complete substitute for the real ones. However, we

think that they will organically complement class-

room work after the pandemic is over.

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