Learning outcome achievement in non-traditional (virtual and remote) versus traditional (hands-on) laboratories: A review of the empirical research

Brinson, James R.

doi:10.1016/j.compedu.2015.07.003

Cited by 453 publications

(429 citation statements)

References 123 publications

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“…manipulating with the hands, pressing buttons, and so on) and receive their feedback and results directly in visual or audio ways [12] [13]. Nevertheless, there are some constraints in hands-on laboratories, especially in engineering and science fields, such as time limitation, safety, increasing number of students, and limited number of available laboratories, among others.…”

Section: Remote Laboratories (Rls)mentioning

confidence: 99%

“…The interaction in RLs can be similar to that happening in the handson laboratories. The only difference is that the experiment in hands-on laboratory is performed physically, meaning, the students must be inside the laboratory, handling the real equipment, while in RLs, the students can perform the experiment from anywhere and at anytime [12].…”

Section: Remote Laboratories (Rls)mentioning

confidence: 99%

“…The distinction between these two types is based on the nature of the experiments: virtual labs represent software simulated experiments whereas remote labs imply experiments with real objects and real equipment [12].…”

Section: Remote Laboratories (Rls)mentioning

confidence: 99%

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Using UML Models to Describe the VISIR System

et al. 2016

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Abstract-Analysis and design are important phases in the system development lifecycle. In these phases, developers record information necessary for properly understanding the nature of the systems under consideration.We consider a particular type of system, named Remote Lab that allows both teachers and students to perform real experiments over the internet and we focus on Virtual Instrument Systems in Reality (VISIR).We describe a summarized web interface of VISIR using the Unified Modeling Language (UML). Our case study aims at identifying the requirements of VISIR and at creating a set of UML diagrams that succinctly provide enough information to both developers and users so that they acquire enough information for building a general understanding of it.Additionally, we provide elements for extending UML to better support further user interface development in VISIR.

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Section: Remote Laboratories (Rls)mentioning

confidence: 99%

Section: Remote Laboratories (Rls)mentioning

confidence: 99%

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Using UML Models to Describe the VISIR System

et al. 2016

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“…Although there is still some controversy about web-based laboratories efficacy [6], a recently and exhaustive study main conclusion [3] is that student learning outcome achievement is equal or higher in non-traditional simulation and remote labs versus hands-on traditional labs. Nowadays, these resources are being widely used by teachers who are aware that the educational objectives associated with each of these resources differ, as each allows the development of different competences [7].…”

Section: Introductionmentioning

confidence: 99%

“…The use of simulations and remote labs has been growing exponentially over the last decades. They provide not only an alternative and/or complementary way to develop experimental competences, but also becomes a resource that potentiates students' autonomous learning activities and supports lifelong learning [3], [4]. Furthermore, the use of Information and Communication Technology (ICT) tools can provide a stimulus for todays' generation since they have been immersed in a world infused with network and digital technologies [5].…”

Section: Introductionmentioning

confidence: 99%

The VISIR+ Project – Preliminary Results of the Training Actions

Viegas

Alves

Marques

et al. 2017

Online Engineering &Amp; Internet of Things

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Student performance in and perceptions of a high structure undergraduate human anatomy course

Shaffer

2016

Anatomical Sciences Ed

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Human anatomy has usually been taught in a didactic fashion in colleges and universities. However, recent calls from United States governmental agencies have called for the transformation of undergraduate life sciences education to include active learning in the classroom. In addition, high structure courses have been shown to increase student engagement both in and out of the classroom and to improve student performance. Due to these reform efforts and the evidence on the benefits of these student-centered pedagogies, the goal of this study was to develop and assess a high structure college undergraduate human anatomy course with a lecture and laboratory component. The course was taught using a systems anatomy approach that required students to read the textbook and complete assignments before class, actively participate in class, and complete review quizzes after class. Results showed that teaching with high structure methods did not negatively affect any student groups (based on gender, ethnicity, or major) as measured by performance on lecture examinations and laboratory practical examinations. Students reported that reading the textbook and working with anatomical models were the most important towards helping them learn the course material and students' confidence in achieving the course goals significantly increased at the end of the course. The successful development and implementation of this course suggests that it is possible to teach human anatomy using active learning and high structure. Future studies can now be conducted to determine the contributions of specific course components to student success in high structure human anatomy courses. Anat Sci Educ 9: 516-528. © 2016 American Association of Anatomists.

show abstract

Learning outcome achievement in non-traditional (virtual and remote) versus traditional (hands-on) laboratories: A review of the empirical research

Cited by 453 publications

References 123 publications

Using UML Models to Describe the VISIR System

Using UML Models to Describe the VISIR System

The VISIR+ Project – Preliminary Results of the Training Actions

Student performance in and perceptions of a high structure undergraduate human anatomy course

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