TY - JOUR
T1 - Process and learning outcomes from remotely-operated, simulated, and hands-on student laboratories
AU - Corter, James E.
AU - Esche, Sven K.
AU - Chassapis, Constantin
AU - Ma, Jing
AU - Nickerson, Jeffrey V.
PY - 2011/11
Y1 - 2011/11
N2 - 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.
AB - 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.
KW - Collaborative learning
KW - Cooperative learning
KW - Distance education
KW - Evaluation of CAI learning
KW - Post-secondary education
KW - Remote laboratories
KW - Simulations
UR - http://www.scopus.com/inward/record.url?scp=79959347174&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=79959347174&partnerID=8YFLogxK
U2 - 10.1016/j.compedu.2011.04.009
DO - 10.1016/j.compedu.2011.04.009
M3 - Article
AN - SCOPUS:79959347174
SN - 0360-1315
VL - 57
SP - 2054
EP - 2067
JO - Computers and Education
JF - Computers and Education
IS - 3
ER -