O´Mahony, TomMurray, MichaelHill, MartinOnet, RaulNeag MariusTorre Cubillo, Luis de laZhou, Dao2025-06-272025-06-272024-12-02Tom O'Mahony, Michael Murray, Martin Hill, Raul Onet, Marius Neag, Luis de la Torre Cubillo and Dao Zhou, A Take Home Laboratory to Support Teaching Electronics: Instructors Perspectives and Technical Revisions, Journal on Teaching Engineering 3(1):15-29, 2024, https://doi.org/10.24840/2183-6493_003-001_18842795-4005https://doi.org/10.24840/2183-6493_003-001_1884https://hdl.handle.net/20.500.14468/26950The registered version of this article, first published in “Journal on Teaching Engineering 3(1):15-29, 2024", is available online at the publisher's website: Universidad nacional de Educación a Distancia, https://doi.org/10.24840/2183-6493_003-001_1884Three modes dominate engineering labs – in-person, simulation and remote. Take-home laboratories have received comparatively little attention within engineering education. This article reports on qualitative data that was collected, via focus groups with eight staff from a single University, to evaluate the effectiveness of take-home laboratories. The laboratories consisted of a range of embedded development platforms along with a bespoke Home Electronics Laboratory Platform (HELP) that was designed to support the learning of analog and digital electronics in the early years of our programmes. The findings indicate that take-home laboratories can support the development of independent learners and enhance troubleshooting skills. Participants also identified that supporting students in their troubleshooting activity was particularly challenging in a remote environment. We make some suggestions for how take-home laboratories could be used to complement existing laboratory practices.eninfo:eu-repo/semantics/openAccess33 Ciencias TecnológicasartículoEngineering laboratoriestake-home laboratoriesfocus-groupindependent learningtroubleshooting