Professors’ Perceptions of the Potential Use of Remotely Controlled Didactic Experiments in Practical Classes in Higher Education

Abstract

In light of the discussions on the challenges associated with the implementation of experimental activities, this study analyses professors’ perceptions on the possibilities offered by remotely controlled didactic experiments for laboratorial classes in higher education. We collected data using interviews with eight professors at a Brazilian public university, and we have analysed the data qualitatively based on four categories: (i) modalities of practical activities; (ii) limitations of classical laboratories; (iii) remotely controlled didactic experiments; and (iv) possibilities and guidelines for practical classes. The main results indicate that professors consider remotely controlled didactic experiments to be capable of bringing students closer to real systems and everyday situations, increasing interest in classes, expanding access to experimental practices, and reducing errors in measurement processes.