A First Critical Analysis of a Hybrid Teaching Approach Using Remote Laboratories

Numerous technological solutions are available to enable remote lab work. These solutions are now mature enough to be used on a massive scale in university courses. These solutions make it possible to envisage pedagogical scenarios that combine face-to-face and distance learning (hybridation). In this article, we present a hybrid pedagogical sequence as part of an applied physics course. Qualitative and quantitative analysis are presented, evaluating the added value of this hybrid pedagogical approach.