A distributed collaborative science learning laboratory on the internet

Winer, Laura R.; Chomienne, Martine; Vázquez‐Abad, Jesús

doi:10.1080/08923640009527044

Cited by 14 publications

(7 citation statements)

References 11 publications

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“…Recent dissertations provide fresh insight into this as well as the other long-established view that the experience of actually being a distance learner helps develop and strengthen the metaskills of the autonomous learner (see, e.g., Anderson 1999;Ozen 2000). A fair degree of evidence is beginning to appear to support this idea (see Collins and Berge 1998;Winer, Chomienne, and Vázquez-Abad 2000). One of my aims is, of course, that there will be a high transfer of this ability to manage learning to other potentially educational contexts.…”

Section: Editorial First Thoughts On Metaskillsmentioning

confidence: 99%

Editorial, First Thoughts on Metaskills

Moore¹

2002

American Journal of Distance Education

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Section: Editorial First Thoughts On Metaskillsmentioning

confidence: 99%

Editorial, First Thoughts on Metaskills

Moore¹

2002

American Journal of Distance Education

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“…Some modality comparison studies of science courses that traditionally have a lab neglected to describe if the course analyzed included a laboratory component (Colorado Department of Higher Education, 2012;Rosenzweig, 2012). (Biel & Brame, 2016) (Garman, 2012) (Hauser, 2013) (Johnson, 2002) (Riggins, 2014) Anatomy & Physiology (Barbeau, Johnson, Gibson, & Rogers, 2013) (Kuyatt & Baker, 2014) Soil Science (Reuter, 2009) Histology (Schoenfeld-Tacher, McConnell, & Graham, 2001) Single lab or subset of course Chemistry (Hawkins & Phelps, 2013) (Selmer & Kraft, 2007) Biology (Meir, Perry, Stal, Maruca, & Klopfer, 2005) Physics (Zacharia & Olympiou, 2011) (Esquembre, 2015) (Ko et al, 2000) (Winer, Chomienne, & Vazquez-Abad, 2000) Biochemical Engineering (Domingues, Rocha, Dourado, Alves, & Ferreira, 2010) An important consideration before initiating a comparison of lab modalities is to establish the value of the laboratory component in the science course. In introductory science courses designed for non-majors, the laboratory environment may be a tool to reinforce the lecture content (Feig, 2010).…”

Section: Introductionmentioning

confidence: 99%

A Review to Weigh the Pros and Cons of Online, Remote, and Distance Science Laboratory Experiences

Faulconer

Gruss

2018

IRRODL

119

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The effectiveness of traditional face to face labs versus non-traditional online, remote, or distance labs is difficult to assess due to the lack of continuity in the literature between terminology, standard evaluation metrics, and the use of a wide variety non-traditional laboratory experience for online courses. This narrative review presents a representative view of the existing literature in order to identify the strengths and weaknesses of non-traditional laboratories and to highlight the areas of opportunity for research.Non-traditional labs are increasingly utilized in higher education. The research indicates that these non-traditional approaches to a science laboratory experience are as effective at achieving the learning outcomes as traditional labs. While this is an important parameter, this review outlines further important considerations such as operating and maintenance cost, growth potential, and safety. This comparison identifies several weaknesses in the existing literature. While it is clear that traditional labs aid in the development of practical and procedural skills, there is a lack of research exploring if non-traditional laboratory experiments hinder student success in subsequent traditional labs. Additionally, remote lab kits blur the lines between modality by bringing experiences that are more tactile to students outside of the traditional laboratory environment. Though novel work on non-traditional labs continues to be published, investigations are still needed regarding cost differences, acquisition of procedural skills, preparation for advanced work, and instructor contact time between traditional and non-traditional laboratories.

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“…Despite the rich research evidence in favor of Jigsaw-I for enhancing achievement of theoretical knowledge of science in classrooms (Cagatay & Demircioglu, 2013;Tarhana, Ayyildizb, Oguncb, & Sesenc, 2013), there is insufficient research towards the effect of Jigsaw-I on achievement of science process skills in laboratory (Winer, Chomienne, & Abad, 2000).…”

Section: Introductionmentioning

confidence: 99%