Process and learning outcomes from remotely-operated, simulated, and hands-on student laboratories

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186 Scopus citations

Abstract

A large-scale, multi-year, randomized study compared learning activities and outcomes for hands-on, remotely-operated, and simulation-based educational laboratories in an undergraduate engineering course. Students (N = 458) worked in small-group lab teams to perform two experiments involving stress on a cantilever beam. Each team conducted the experiments in one of three lab formats (hands-on, remotely-operated, or simulation-based), collecting data either individually or as a team. Lab format and data-collection mode showed an interaction, such that for the hands-on lab format learning outcomes were higher when the lab team collected data sets working as a group rather than individually collecting data sets to be combined later, while for remotely-operated labs individual data collection was best. The pattern of time spent on various lab-related activities suggests that working with real instead of simulated data may induce higher levels of motivation. The results also suggest that learning with computer-mediated technologies can be improved by careful design and coordination of group and individual activities.

Original languageEnglish
Pages (from-to)2054-2067
Number of pages14
JournalComputers and Education
Volume57
Issue number3
DOIs
StatePublished - Nov 2011

Keywords

  • Collaborative learning
  • Cooperative learning
  • Distance education
  • Evaluation of CAI learning
  • Post-secondary education
  • Remote laboratories
  • Simulations

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