Information and communication technologies are widely used in online and distance learning; these solutions are especially relevant in the field of engineering. Information technology remains a fast-growing field attempting to provide infrastructure that integrates with educational content and present educational product and learning in an efficient, effective and cost-effective manner. In innovative engineering education, laboratories are important. They are also one of the largest expenditure items for universities for installation and maintenance, which is a problem in educational institutions with limited resources. As part of the development of information and communication technologies, virtual laboratories make it possible to remove this limitation. A digital laboratory allows students to carry out research similar to real ones. Virtual laboratories are used in hydraulics training in vocational and higher education. The theory in hydraulics is abstract and difficult for students to understand. Educational laboratory kits in engineering sciences must demonstrate fundamental engineering phenomena while maintaining the accuracy and reliability of measurements. In hydraulics, achieving these conditions is a challenge because the kits require the transfer and transformation of energy and matter in real time at scales large enough to reveal measurable phenomena, but not so large as to pose a hazard to users. This paper examines virtual labs for civil and mechanical engineering education. Three different types of resources are discussed. A conclusion is provided along with recommendations for future research.
Mariia Nosenko (Wed,) studied this question.
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