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Remote laboratories showed significant progress during last years. Their integration in engineering education had their justification in solving many logistic problems inherent to conventional labs. In control engineering education, shifting from hands-on experience to a remote experimentation modifies completely the learning environment, and the factors that could compromise the effectiveness of learning outcomes should be considered carefully. This short paper discusses a number of pedagogical limitations intrinsic to remote experimentation in control engineering education.
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Aliane et al. (2010) studied this question.
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