**5. Results**

*4.1.2. Analyzing interval data*

**Figure 4.** Analyzing the nominal data.

90 Global Voices in Higher Education

answers are shown in the results section.

**4.2. Interview**

To classify the continuous data, the questionnaire showed standardized differences between values. We transferred the questionnaires into a spreadsheet by putting each question number as a column heading and one row for each person's answers, as shown in **Table 1**. The scale was strongly agree (4), agree (3), disagree (2), and strong disagree (1) [36, 37]. This four-point scale (i.e. an even scale) forces people to choose a side, without a middle point [36, 38]. It gives a certain tendency of answer, hence increasing the reliability [39]. In addition, within using

Regarding the academics' questions, these had already been discussed and had been replied to in their office about online labs. Interestingly, the academics agreed that online labs can be useful to science, technology, engineering, and mathematics (STEM) fields for supporting hands-on labs. In their comments, they indicated online labs technology can be very interesting to use in higher educational and curricula. In addition, they pointed out that online labs should become available resources for engineering and science disciplines. The academics

four points, the result can reasonably perceive the tendency [40].

In this section, we describe the results collected from both quantitative and qualitative data analysis. Afterward, we highlight some important points.

#### **5.1. Quantitative data results**

To examine the questionnaire data, we used the terms of a p value, under a null hypothesis, for quantifying the strength of the evidence against the null hypothesis and measuring the size of an effect or the importance of a result [41]. Therefore, for moderating the evidence as statistically significant, a p value ≤ 0.05 [42] is commonly used in research [41–44]. It is used as a confidence for analyzing the data to find if there are independencies and correlations in the nominal and interval data.

#### *5.1.1. Correlations among nominal and interval data*

Regarding the quantitative data, several correlations were detected inside nominal and interval data and between nominal and interval data, as illustrated in **Figure 5**. These correlations are described below.

Using a confidence level of 95%, several statistical significant correlations were found between different items in analysis as shown in **Table 2**.

**Occupation**: The number of respondents was 63 with 88.9% responding as teachers and 11.1% responding as masters students. Regarding occupation, we found a correlation (p ≤ 0.05) with nominal (i.e. age, program taken, Internet use experience, and internet use frequency) and interval (i.e. Q2, Q7, and Q8) data; see **Figure 6**.

**Gender:** Regarding gender, there was 63.5% male and 36.5% female. During the analysis, we found a correlation of gender with two nominal data: age and scientific area of program taken, as illustrated in **Figure 7**.

**Age**: In age, the percentage was 28.7% in the 23–30-years-old age group and 71.3% were above 30 years old. We found that age has a correlation with Internet use experience nominal data, as illustrated in **Figure 8**.

**Program take**n: Program taken is correlated with Q14 interval data, as illustrated in **Figure 9**.

**Internet use experience:** Long use time of the Internet is correlated with Internet use frequency nominal data and Q2, and Q7 interval data, as illustrated in **Figure 10**.

**Figure 5.** Correlations inside nominal and interval data and between nominal and interval data.


size of an effect or the importance of a result [41]. Therefore, for moderating the evidence as statistically significant, a p value ≤ 0.05 [42] is commonly used in research [41–44]. It is used as a confidence for analyzing the data to find if there are independencies and correlations in

Regarding the quantitative data, several correlations were detected inside nominal and interval data and between nominal and interval data, as illustrated in **Figure 5**. These correlations

Using a confidence level of 95%, several statistical significant correlations were found between

**Occupation**: The number of respondents was 63 with 88.9% responding as teachers and 11.1% responding as masters students. Regarding occupation, we found a correlation (p ≤ 0.05) with nominal (i.e. age, program taken, Internet use experience, and internet use frequency) and

**Gender:** Regarding gender, there was 63.5% male and 36.5% female. During the analysis, we found a correlation of gender with two nominal data: age and scientific area of program

**Age**: In age, the percentage was 28.7% in the 23–30-years-old age group and 71.3% were above 30 years old. We found that age has a correlation with Internet use experience nominal data,

**Program take**n: Program taken is correlated with Q14 interval data, as illustrated in **Figure 9**. **Internet use experience:** Long use time of the Internet is correlated with Internet use fre-

quency nominal data and Q2, and Q7 interval data, as illustrated in **Figure 10**.

**Figure 5.** Correlations inside nominal and interval data and between nominal and interval data.

the nominal and interval data.

92 Global Voices in Higher Education

are described below.

*5.1.1. Correlations among nominal and interval data* 

different items in analysis as shown in **Table 2**.

interval (i.e. Q2, Q7, and Q8) data; see **Figure 6**.

taken, as illustrated in **Figure 7**.

as illustrated in **Figure 8**.

**Table 2.** Significant correlations between items.


**Figure 6.** Occupation correlation with age, program taken, Internet use experience, Internet use frequency of the use of the internet, Q2, Q7, and Q8.

A Community of Practice Around Online Labs in Iraq: Towards Effective Support for Academics and Higher... http://dx.doi.org/10.5772/intechopen.68987 95


**Figure 7.** Gender correlation with age and program taken.

**Internet Use Frequency:** Finally, Internet use frequency is correlated with Q5 and Q7, as illustrated in **Figure 11**.

#### *5.1.2. Correlation among interval data (Q1–Q15)*

While analyzing the interval data from the questionnaire, several variable relations have been detected among questions. In general, these variable relations, namely correlation and two-way ANOVA, show a mutual relation of two or more pairs of variables and how strongly they are


**Figure 8.** Age correlation with internet use experience.

**Figure 6.** Occupation correlation with age, program taken, Internet use experience, Internet use frequency of the use of

the internet, Q2, Q7, and Q8.

94 Global Voices in Higher Education


**Figure 9.** Program taken correlation with Q14.

**Figure 10.** Internet use experience correlation with Internet use frequency, Q2, and Q7.

A Community of Practice Around Online Labs in Iraq: Towards Effective Support for Academics and Higher... http://dx.doi.org/10.5772/intechopen.68987 97

**Figure 11.** Internet use frequency correlation with Q5 and Q7.

related [45, 46]. As shown in **Table 3** and **Figure 12**, these categories are used to form groupings of observations.

#### **5.2. Qualitative data results**

Qualitative data results were collected from using interviews and online meeting techniques, as shown below.

#### *5.2.1. Interview results*

**Figure 9.** Program taken correlation with Q14.

96 Global Voices in Higher Education

**Figure 10.** Internet use experience correlation with Internet use frequency, Q2, and Q7.

**Table 4** shows some of the researchers' answers collected from the interviews, which included six questions:


**Table 3.** Correlations among interval data.

**Figure 12.** Interval data results (usefulness, sustainability, and learnability).

#### *5.2.2. Online meeting results*

Here are the main questions and answers that were collected from the online meeting.

#### **Q1: Why are most online labs free?**

**Answer:** *The purpose of online labs is educational. They are used for assisting and supporting handson labs, not for replacing them*.

#### **Q2: How can online labs increase the collaboration and cooperation work among researchers?**

**Answer:** *Online labs have the ability to increase collaboration and cooperation works by sharing the resources, experiments, and so on, among universities and researchers*.

#### **Q3: Do online labs have facilities to serve a community of practice?**

**Answer:** *Yes; today, there are communities around online labs, for example, virtual instrument systems in reality (VISIR). This community is called a special interesting group (SIG)*<sup>6</sup> *and includes many researchers from different countries*.

#### **Q4: Is it possible to consider that online labs can be one useful option, in higher educational government, in the case of unavailability of equipment or the high cost of instruments?**

**Answer:** *In general, it can be said that online labs save time and money. Therefore, yes, online labs can be used, in case of unavailability of equipment or costly equipment, for assisting hands-on labs. Additionally, it can help develop the students' technical skills and contribute to the quality of higher education and so on*.

<sup>6</sup> http://www.online-engineering.org/SIG\_visir.php


*5.2.2. Online meeting results*

98 Global Voices in Higher Education

*on labs, not for replacing them*.

*researchers from different countries*.

http://www.online-engineering.org/SIG\_visir.php

6

**Q1: Why are most online labs free?**

Here are the main questions and answers that were collected from the online meeting.

**Answer:** *The purpose of online labs is educational. They are used for assisting and supporting hands-*

**Q2: How can online labs increase the collaboration and cooperation work among researchers? Answer:** *Online labs have the ability to increase collaboration and cooperation works by sharing the* 

**Answer:** *Yes; today, there are communities around online labs, for example, virtual instrument systems in reality (VISIR). This community is called a special interesting group (SIG)*<sup>6</sup> *and includes many* 

**Q4: Is it possible to consider that online labs can be one useful option, in higher educational government, in the case of unavailability of equipment or the high cost of instruments?**

**Answer:** *In general, it can be said that online labs save time and money. Therefore, yes, online labs can be used, in case of unavailability of equipment or costly equipment, for assisting hands-on labs. Additionally, it can help develop the students' technical skills and contribute to the quality of higher education and so on*.

*resources, experiments, and so on, among universities and researchers*.

**Figure 12.** Interval data results (usefulness, sustainability, and learnability).

**Q3: Do online labs have facilities to serve a community of practice?**


**Table 4.** Interview results.

### **6. Remarks**

In general, it is important to remark the results collected from the quantitative and qualitative data analysis. These remarks are:


24/7. As shown in **Table 1**, Q14 has the highest scale of "disagree" and "strong disagree" and that means most respondents also agree that online labs are aimed to support handson labs, not replace them, by offering online experiments to students and teachers. Likewise, most academics' answers collected from the interviews mentioned that online labs can provide more tools, and they encouraged their use to improve their students' skills.


**6. Remarks**

**Table 4.** Interview results.

data analysis. These remarks are:

**education?**

100 Global Voices in Higher Education

*Department, the University of Duhok).*

for both teachers and students.

In general, it is important to remark the results collected from the quantitative and qualitative

**Q1 Can online labs technology provide useful information for teachers and students of higher** 

**Answers** *Yes sure. The systems would let researchers and people from the academia share their knowledge and* 

**Q6 Finally, do you have special advice about use online labs technology in STEM fields? Answers** *Online labs can provide good alternative for some educational establishments (probably in third world* 

*Conditioning Department, Duhok Polytechnic University).*

*(vice president, the University of Zakho).*

*Department, the University of Duhok).*

*experience so this would be a great opportunity to collaborate and share information and work together (teacher in the Electrical and Computer Engineering Department, the University of Duhok).*

*It will help to increase the collaboration and cooperation work by using online labs. This technology can help to create a bridge for researchers to share information and knowledge (the Head of the Physics* 

*I don't think that On-Line labs will have big impact on the research side, because research usually needs specialized equipment that may not necessarily be shared with other researchers. Moreover, if there isn't wide domain of users for certain experiments set of equipment then it won't be economically viable for the service provider of On-Line Labs people (or company) themselves. The economical issue here will prevail in this case (the Head of Refrigeration and Air Conditioning Department, Duhok Polytechnic University).*

*countries). From my own experience, the issue of labs is quite complicated. In most cases labs and their equipment needs logistic support. By this I mean a range of things, starts with fund for the initial cost, right personnel to run and maintain the equipment, suitable premises and last but not least (the legitimate use of these lab equipment (in some cases). These could be burdensome responsibilities for some educational establishments. In the On-Line labs case most of these issues are resolved. As a computer laboratory can play a dual functionality in these cases, besides being a computer lab it could be used as Electrical Technology (for instance) using On-Line labs via internet connection (the Head of Refrigeration and Air* 

*It needs encouragement and motivation to get knows this technology and gets closed to this technology* 

*I suggest the following to use the online lab. First step is to encourage the staff members and postgraduate students to use this technology. It is very essential to introduce them to the facilities and devices available. Second step is to use this technology to implement final year projects. Third step is to encourage all undergraduate students to use this technology (teacher in the Electrical and Computer Engineering* 

**1. Providing resources:** Quantitative and qualitative data results show that online labs can assist the higher educational systems by sharing materials and online experiments among teachers and students. As shown in **Table 1**, Q2, Q7, and Q11 have the highest scale of "agree" and "strong agree". Likewise, the academics' answers, during interviews, indicated that online labs can provide a new method of teaching, that is, online experiments,

**2. Assisting and supporting work:** The results of quantitative data, presented by Q3, Q5, Q7, Q9, and Q11, show online labs can help teachers and students complete their task


<sup>7</sup> https://tinyurl.com/jtf96m3 (Use Internet Explorer or Mozilla browsers to open the REXNet project) 8 https://www.irex.org/

*in Iraq (REXNet)* project. The project idea is to create a remote experimentation network to use online experiments, which are developed and located in the United States universities for serving teachers and students in the Kurdistan region of Iraq. In conclusion, it has been accepted for implementation in collaboration with Oklahoma State University (OSU). In general, REXNet project aims to develop a virtual lab, which is based on virtual environment "virtual reality (VR)", for serving engineering and science students from the University of Duhok, the University of Zakho, and Duhok Polytechnic University. It introduces fundamentals of robotics to students by including several experiment modules that allow students to run experiments via the Internet.
