Here's an interesting article about how University of Alberta used NanoVNA-H4 VNAs in a RF engineering course in the context of COVID remote learning. They sent a package to each student containing breadboarding materials and the NanoVNA. The students built their own circuits using 3mm wide copper foil tape, etc. as well as using prebuilt boards.
A. K. Iyer, B. P. Smyth, M. Semple and C. Barker, "Going Remote: Teaching Microwave Engineering in the Age of the Global Pandemic and Beyond," in IEEE Microwave Magazine, vol. 22, no. 11, pp. 64-77, Nov. 2021, doi: 10.1109/MMM.2021.3102649.
Abstract: The widespread offering of online engineering classes has not been without its share of controversy [1]–[7]. There are those who question the pedagogic quality of courses made freely available through video-sharing platforms like YouTube, which feature largely crowdsourced and crowd-vetted content, despite such technologies figuring prominently in the evolving skill sets and preferences of engineering students. The same group typically considers the more traditional in-person format to be a critical element in learning engineering fundamentals, serving the secondary purpose of fostering much-needed discipline, patience, imagination, and visualization. Most established engineering institutions have recognized the value of both approaches (consider these popular examples: the Massachusetts Institute of Technology [8] and NPTel [9]) and supplemented a majority of their in-person classes with a smattering of online offerings, though reservations may persist [10]–[12].
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