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© 1963–2012 IEEE.Contribution: From the moment when universities began to talk about learning environment instead of classes and schools, a summative notion that entails knowledge transfer heralds an important stage of redefining the basic elements of learning. A learning environment requires the transition from learning rounding off toward open learning, without the limitations of time and space. Background: In this context, the present work attempts to examine the role of an instrument, namely, remote experiment (RE), and its application to draw attention to the pedagogical complexity embedded by this new experiential learning tool. Intended Outcomes: The objective is to prove that the transition from classical education with a defined location and geographical separation, to a modern e–learning education occurs by using the RE that contains all forms of knowledge. In addition, the operation tacitly and explicitly knowledge augments the importance of RE in applicative education as well as the didactic results in line with the industry requirements. Application Design: The convergent analysis method was used and emphasized the divergent content of knowledge acquired through the use of RE that is replete with a great creative potential. Findings: It is shown that its usage (a mix between software, hardware, and pedagogy) manages to address the students' concerns through all ranges of knowledge that falls under a well–organized teaching system, can call. This underscores the importance of embedded knowledge that can expand students' knowledge area in a happy manner.
