The students following Engineering disciplines should not only acquire the conceptual understanding of the concepts but also the processors and attitudes. There are two recognizable learning environments for students, namely, classroom environment and laboratory environment. With the COVID-19 pandemic, both environments merged to online environments, impacting students' development of processes and characteristic attitudes. This paper introduces a theoretical framework based on experiential learning to plan and deliver processes through an online environment. A case study based on the power factor correction experiment was presented. The traditional experiment that runs for 3 hours was broken into smaller tasks such as a pre-lab activity, a simulation exercise, a PowerPoint presentation, a remote laboratory activity, and a final report based on the experiential learning approach. A questionnaire that carries close and open-ended questions were administered to obtain students' reflections about developing the processes through an online-friendly experiential learning approach. The majority of the students like the approach followed and praise for providing them with an opportunity to perform the experiment in a novel way during the COVID-19 situation.

翻译：学习工程学科的学生不仅应当了解概念的概念,而且还应当了解处理器和态度。学生有两个公认的学习环境,即课堂环境和实验室环境。随着COVID-19大流行,这两种环境都与在线环境相结合,影响到学生过程的发展和特点态度。本文件介绍了基于经验学习的理论框架,以便通过在线环境规划和交付过程。根据动力因素校正实验进行了案例研究。传统的实验持续3小时,被打破为较小的任务,如实验室前活动、模拟练习、PowerPoint演示、远程实验室活动以及基于实验学习方法的最后报告。通过一个在线友好的实验学习方法,对学生如何发展过程进行了密切和开放的问卷调查。大多数学生喜欢采用的方法,赞扬他们有机会在COVID-19情况中以新的方式进行实验。