Factors that impact learning outcomes in both simulation and remote laboratories.
PROCEEDINGS
Chris Bright, Euan Lindsay, Curtin University of Technology, Australia ; David Lowe, Steve Murray, Dikai Liu, University of Technology, Sydney, Australia
EdMedia + Innovate Learning, in Vienna, Austria ISBN 978-1-880094-65-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Abstract
Remote laboratories offer new opportunities for students to engage in laboratory-based learning, providing both increased flexibility and opportunities for resource sharing. The move from face to face to remote laboratory classes can appear on the surface to be a simple change of access mode; however there are a wider range of factors at play in the changed learning environment. These have the potential to significantly affect students’ learning outcomes – particularly if they are not taken into account in the design of the laboratory experience. In this paper we discuss a number of these factors, showing that the change of access mode is a much more complex change to the students' learning environment.
Citation
Bright, C., Lindsay, E., Lowe, D., Murray, S. & Liu, D. (2008). Factors that impact learning outcomes in both simulation and remote laboratories. In J. Luca & E. Weippl (Eds.), Proceedings of ED-MEDIA 2008--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 6251-6258). Vienna, Austria: Association for the Advancement of Computing in Education (AACE). Retrieved March 28, 2024 from https://www.learntechlib.org/primary/p/29248/.
© 2008 Association for the Advancement of Computing in Education (AACE)
Keywords
References
View References & Citations Map- Gibbs, W.J. (1998). "Implementing online learning environments." Journal of Computers in Higher Education 10(1): 16-37.
- Ma, J. (2006). Collaboration processes in hands-on and remote labs. Mandernach, B.J., R.M. Gonzales, et al. (2006). "An examination of online instructor presence via threaded discussion participation." Journal of Online Learning and Teaching 2(4). Mbarika, V., S. Chenton, et al. (2003). "Identification of factors that lead to perceived learning improvements for female students." IEEE Transactions on Education 46: 26-36.
- Ng, K.C. (2007). "Replacing face-to-face tutorials by synchronous online technologies: Challenges and pedagogical implications." International Review of Research in Open and Distance Learning 8(1): 1-15.
- Yarkin-Levin, K. (1983). "Anticipated interaction, attribution, and social interaction." Social Psychology Quarterly 46: 302-311.
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to References