ABSTRACT
We implemented Virtual Labs as a tool to assist students in familiarizing themselves with the hands-on lab in aerospace structural mechanics. Subsequently, we learned that Virtual Labs also allowed students to collect virtual data that prompted students to further reflect during the data analysis process in addition to the data obtained during the hands-on labs. Thus, the course provided students with both virtual and hands-on experiences to enhance their understanding of the subject matter. At the same time, the course promoted the learning of data analysis, modeling, equipment usage, error analysis, teamwork, and communication by engaging the students in both the virtual and hands-on labs. In Spring 2020, we experienced an extraordinary event: the school closures and remote learning caused by the COVID-19 pandemic. During this period, Virtual Labs became the only available means to provide instructional labs to the enrolled students since all students were sent home. That is, the school closures made us change the way that we used Virtual Labs and necessitated us to modify the course delivery method so that the lab courses could be performed fully online. Therefore, in this paper, we explained how the transition took place in the aerospace structures lab for the use of Virtual Labs before, during, and after the COVID-19 school closures. Then, we discussed lessons learned during this period. This paper will be a useful reference for engineering educators who seek to implement or integrate virtual technology into their pedagogy. © American Society for Engineering Education, 2021