Active Learning in Online Electrical Engineering Laboratories: A Two-Year Evaluation of Open-Ended and Collaborative Instructional Strategies

(1) Background: This study evaluated a multi-component instructional approach incorporating open-ended laboratory activities, structured teamwork, online collaboration, and preparatory scaffolding across five online electrical engineering (EE) courses over two academic years. (2) Methods: Fifteen O-E laboratories were designed and implemented, integrating pre-lab simulations, video demonstrations, and structured virtual collaboration. Students were assigned to either an experimental (O-E labs) or control (traditional labs) groups. Student performance in the experimental and control conditions was compared using quantitative and qualitative measures. Data sources included lab reports, presentations, surveys, and performance assessments. (3) Results: Students in the experimental group generally demonstrated higher descriptive performance in several laboratory and advanced-concept assessments. However, the inferential analyses did not indicate statistically significant differences between the groups. Qualitative evidence indicated greater reported engagement and collaboration among students in the experimental group through teamwork. Because the intervention incorporated multiple instructional components and the study used a quasi-experimental design, the findings do not establish a causal effect of any individual component or of the instructional package as a whole. (4) Conclusions: The results provide preliminary evidence regarding the implementation of an integrated approach to online electrical engineering laboratories and indicate that collaborative activities may foster peer interaction. They also warrant further investigation using larger samples and designs that permit stronger causal inference. The authors suggest that this approach may represent a scalable model for enhancing remote STEM education. Future research should focus on optimizing implementation and evaluating the long-term impacts on learning outcomes and student retention.