Enabling epistemic transitions by integrating virtual and physical laboratory experiences

As engineering students return to their faculties after the pandemic-induced disruption of conventional teaching, there are new opportunities - and a renewed impetus - to get maximum value out of expensive, yet essential, laboratory practicals (LPs). This paper considers the opportunities associated with the integration of virtual practicals (VPs), which were developed as critical supplements during the pandemic, and the traditional LPs typically part of engineering modules. Reflecting on an implementation in an engineering undergraduate control systems module, and through the lens of Legitimation Code Theory, the paper presents the proposed integration as enabling key epistemic transitions - encouraging conceptual and contextual navigation of different forms of knowledge. Drawing from student and lecturer feedback, the paper concludes that the integrated approach shows promise for effective teaching and learning in the post-pandemic era, but that it requires critical consideration and careful planning in the design and presentation of such initiatives, and continuous monitoring of student progress and understanding, to be successful.