## 4 Results and Discussion
### Satisfaction Survey  
In general, it can be said that the students and professors have had a very high acceptance of the integration of the remote laboratories. This acceptance is due to the fact that remote laboratories offer versatility and flexibility for learning. The versatility and flexibility are due to the fact that remote laboratories do not depend on a predetermined schedule and allow the experiment to be repeated as many times as students require. In \begin{table}
\begin{tabular}{c c c c} \hline \hline  & **Correct (\%)** & **Incorrect (\%)** \\ \hline
**Q1** & What is the maximum charging current? & 40 & 60 \\
**Q2** & What is the maximum charging voltage of the supercapacitor power bank? & 73.33 & 26.67 \\
**Q3** & How many supercapacitors are there? & 80 & 20 \\
**Q4** & How many resistors are there? & 86.67 & 13.33 \\
**Q5** & What is the maximum discharging current? & 53.33 & 46.67 \\
**Q6** & How many variables can you plot in the graphs? & 66.67 & 33.33 \\  & When the supercapacitors power bank is & & \\
**Q7** & charged, do you have to turn off the programmable power source? & 93.33 & 6.67 \\
**Q8** & After the experiment, what types of values are saved in the txt file? & 60 & 40 \\ \hline \hline \end{tabular}
\end{table} 
Table 6: Responses from students to self-assessment survey. \begin{table}
\begin{tabular}{c c c c c} \hline \hline \multicolumn{2}{c}{**Q1**} & \multicolumn{2}{c}{**Yes (\%)**} & \multicolumn{2}{c}{**No (\%)**} \\ \cline{2-5}
**Have you previously had the opportunity to gain** & & & & \\ experience with remote & & & & \\ laboratories? & & & & \\ \hline
**Q2** & **I have heard** & & & **I have had** \\
**If Yes on the previous** & **about this but** & **I have seen a video on Internet but** & **I had one** & **several such** \\
**question, what kind of** & **have not** & **have not actively participated (\%)** & **have not actively participated (\%)** & **fromore** & **remote laboratories in** \\
**experiences did you acquire** & **actively** & & & **my education** \\
**about the remote** & **participated (\%)** & & & **my education** \\
**laboratories?** & 30 & 35 & 25 & 10 \\ \hline
**Q3** & **It is not at all** & **Little useful (\%)** & **Partially useful (\%)** & **Useful (\%)** & **Very useful (\%)** \\
**Do you think it would be or** & **useful (\%)** & & & **(\%)** & **Very useful (\%)** \\
**it was useful for your** & & & & \\
**teaching to have experience** & 4 & 5 & 6 & 50 & 35 \\
**with remote laboratories?** & & & & **Unsure (\%)** \\ \hline
**Q4** & **Yes (\%)** & & & **Unsure (\%)** \\
**Do you think that the remote** & & & & \\
**laboratories should be** & & & & \\
**included more in the** & & & & \\
**curricula plans?** & & & & \\ \hline \hline \end{tabular}
\end{table} 
Table 5: Professors’ responses to expectation survey. fact, some students and professors expressed their excitement at being able to try out the other remote laboratories integrated into the standardized REOPEN platform. Based on students' and professors' answers, shown in Tables 7 and 8, it can be seen that students and professors consider being able to access remote labs from other universities useful (Table 7, Q0; AVG_Students = 4.8; AVG_Professors = 4.82, and Table 8, Q5; AVG_Students = 4.37; AVG_Professors = 4.14). Regarding the learning procedure (Table 7, Q1 and Q2), the students and professors confirm, by means of high scores, that remote laboratories strengthen and improve theoretical concepts (Q1; AVG_Students = 4.25; AVG_Professors = 4.29). In addition, the standardized infrastructure of REOPEN improves the understanding of the importance of the use of renewable energies (Q2; AVG_Students = 3.88; AVG_Professors = 4.01). Likewise, students and professors consider that the use of remote laboratories increases the safety of students and equipment with respect to physical laboratories (Table 7, Q3; AVG_Students = 3.92; AVG_Professors = 3.74).