The purpose of this work was to assess the affordances of a real-time supervised augmented reality experimental learning (AuREL) proposal for off-campus engineering student experimentation. The data collection involved recordings of first-year electronics laboratory classes where students carried out their experiments, under face-to-face and online real-time supervision, using real components and test instruments. The identification of kikan-shido events in the collected data confirmed statistically insignificant differences between the face-to-face and remotely supervised sessions.