TY - JOUR
T1 - Constructing reality
T2 - A study of remote, hands-on, and simulated laboratories
AU - Corter, James E.
AU - Nickerson, Jeffrey V.
AU - Esche, Sven K.
AU - Chassapis, Constantin
AU - Im, Seongah
AU - Ma, Jing
PY - 2007/8/1
Y1 - 2007/8/1
N2 - Laboratories play a crucial role in the education of future scientists and engineers, yet there is disagreement among science and engineering educators about whether and which types of technology-enabled labs should be used. This debate could be advanced by large-scale randomized studies addressing the critical issue of whether remotely operated or simulation-based labs are as effective as the traditional hands-on lab format. The present article describes the results of a large-scale (N = 306) study comparing learning outcomes and student preferences for several different lab formats in an undergraduate engineering course. The lab formats that were evaluated included traditional hands-on labs, remotely operated labs, and simulations. Learning outcomes were assessed by a test of the specific concepts taught in each lab. These knowledge scores were as high or higher (depending on topic) after performing remote and simulated laboratories versus performing hands-on laboratories. In their responses to survey items, many students saw advantages to technology-enabled lab formats in terms of such attributes as convenience and reliability, but still expressed preference for hands-on labs. Also, differences in lab formats led to changes in group functions across the plan-experiment-analyze process: For example, students did less face-to-face work when engaged in remote or simulated laboratories, as opposed to hands-on laboratories.
AB - Laboratories play a crucial role in the education of future scientists and engineers, yet there is disagreement among science and engineering educators about whether and which types of technology-enabled labs should be used. This debate could be advanced by large-scale randomized studies addressing the critical issue of whether remotely operated or simulation-based labs are as effective as the traditional hands-on lab format. The present article describes the results of a large-scale (N = 306) study comparing learning outcomes and student preferences for several different lab formats in an undergraduate engineering course. The lab formats that were evaluated included traditional hands-on labs, remotely operated labs, and simulations. Learning outcomes were assessed by a test of the specific concepts taught in each lab. These knowledge scores were as high or higher (depending on topic) after performing remote and simulated laboratories versus performing hands-on laboratories. In their responses to survey items, many students saw advantages to technology-enabled lab formats in terms of such attributes as convenience and reliability, but still expressed preference for hands-on labs. Also, differences in lab formats led to changes in group functions across the plan-experiment-analyze process: For example, students did less face-to-face work when engaged in remote or simulated laboratories, as opposed to hands-on laboratories.
KW - Coordination
KW - Distance learning
KW - Experimentation
KW - Remote laboratories
KW - Simulation
KW - Tele-operation
UR - http://www.scopus.com/inward/record.url?scp=34548393100&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=34548393100&partnerID=8YFLogxK
U2 - 10.1145/1275511.1275513
DO - 10.1145/1275511.1275513
M3 - Article
AN - SCOPUS:34548393100
SN - 1073-0516
VL - 14
JO - ACM Transactions on Computer-Human Interaction
JF - ACM Transactions on Computer-Human Interaction
IS - 2
M1 - 1275513
ER -