Remote, simulation or traditional engineering teaching laboratory: a systematic literature review of assessment implementations to measure student achievement or learning

Nikolic, Sasha; Ros, Montserrat; Jovanović, Kosta; Stanisavljevic, Zarko

doi:10.1080/03043797.2021.1990864

Cited by 20 publications

(9 citation statements)

References 61 publications

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“…The greatest differences occur in the affective domain. This is not surprising given the attention to cognitive learning and somewhat psychomotor learning found through assessment [4]. Further research will need to investigate why 50th Annual Conference in September 2022 567 the greatest differences occurred across the affective items.…”

Section: Discussionmentioning

confidence: 99%

“…C8, another cognitive writing-based objective was ranked second last. Interestingly, while lab reports and writing are deemed as least important, the work by Nikolic, Ros [4] found that they were one of the most used assessment types. This provides a strong case of the need for further investigation.…”

Section: Cognitive Domainmentioning

confidence: 99%

“…Advancements in technology and industrial requirements continue to drive its importance, regardless of its mode of delivery [1,2]. Systematic literature reviews show that laboratory learning can take place in various modes such as face to face, simulation/virtual and remote; and that learning occurs across the cognitive, psychomotor, and affective domains [3,4]. COVID19 in particular caused many universities to alter their approaches in how they conducted their laboratory classes [5].…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

A european vs australasian comparison of engineering laboratory learning objectives rankings

Nikolic¹,

Suesse²,

Grundy³

et al. 2022

Towards a New Future in Engineering Education, New Scenarios That European Alliances of Tech Universities Open Up

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Learning objectives are important as they provide direction to teaching staff towards what content should be taught, what activities should be undertaken and what assessments are to be used to confirm understanding. Two decades ago, the evolution of new learning modes such as recorded, remote, and simulation/virtual started the research process to define and better understand learning objectives in the teaching laboratory. Much is still to be learnt about laboratory learning objectives including which are most important, and if what is deemed important is universal. For example, do academics in Europe and Australasia align in which objectives are most important and which are not? To answer this question, European and Australasian engineering academics were asked to rank laboratory objectives across the cognitive, psychomotor, and affective domain using a predefined tool called Laboratory Learning Objectives Measurement. A total of 113 academics from Australasia and 25 from Europe responded to the survey. A statistical analysis was conducted to compare the rankings. The findings from this survey show that substantial alignment occurs across the cognitive and psychomotor domains but differs across the affective domain.

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Section: Discussionmentioning

confidence: 99%

Section: Cognitive Domainmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

A european vs australasian comparison of engineering laboratory learning objectives rankings

Nikolic¹,

Suesse²,

Grundy³

et al. 2022

Towards a New Future in Engineering Education, New Scenarios That European Alliances of Tech Universities Open Up

View full text Add to dashboard Cite

show abstract

“…According to the systematic review of assessment implementation on laboratory experiences (Nikolic et al, 2021), REAL is evaluated mainly by considering the students' assessments of the cognitive domain, underselling the learning being achieved, and the student survey.…”

Section: Methodsmentioning

confidence: 99%

The Educational Benefit of a Remote Automatic Control Laboratory. A Win-Win Collaboration between Asia and Europe

et al. 2022

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This project aims to implement a Remote European Asian Lab, an Automatic Control remote laboratory, in the joint academic cooperation framework between two universities located in Europe and Central Asia. Emphasis is given to the inclusive solution of a shared teaching facility and its learning achievements into a bachelor course (Uzbekistan) and a master course (Italy) to foresee a better education quality. The different cultural and social contexts allow (a) the evaluation of the effect obtained by introducing a remote laboratory experience in a course entirely theoretical, and (b) the shift from a physical laboratories experience to a remote one. Students are first introduced to this laboratory by the lecturer in dedicated classes. Then students can independently access it 24/7 by simply booking a specific station for a time slot. From the analysis comes out that remote laboratory experiences positively impact learning achievements. The benefits of the remote environment are perfectly comparable with the ones obtained from the physical laboratory activities.

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“…Thus, Virtual Lab is defined as an artificial laboratory media in a virtual form using a computer program that can simulate various practical activities in actual laboratory practice. Simultaneously, research shows the significance of laboratories as an integral part of engineering education, resulting in a multitude of studies [36].…”

Section: Virtual-lab Mediamentioning

confidence: 99%

Virtual‐laboratory based learning to improve students’ basic engineering competencies based on their spatial abilities

Sriadhi

Sitompul

Restu

et al. 2022

Comp Applic In Engineering

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This study aims to determine the effect of learning in Classic Tutorial Virtual Laboratory (CT‐VLab) and Exploratory Tutorial Virtual Laboratory (ET‐VLab) on student learning outcomes, that is, Immediate Memories Learning Outcomes (IM‐LO) and Delayed Memories learning Outcomes (DM‐LO) in essential engineering competencies. Moreover, the moderating role of spatial ability in the form of High Spatial Ability (H‐SA) and Low Spatial Ability (L‐SA) has been examined to assess the change in students learning outcomes. The study used a quasi‐experimental approach with a 4 × 2 factorial design. Purdue Spatial Visualization Test to measure spatial abilities and learning outcomes has been applied using standard test instruments. Moreover, a two‐way Manova analysis was performed. The results showed that CT‐VLab was as good as ET‐VLab in improving IM‐LO learning outcomes, but for DM‐LO, CT‐VLab media was superior in maintaining learning outcomes. In addition, spatial ability showed a linear effect on learning outcomes for IM‐LO and DM‐LO, both in CT‐VLab and ET‐VLab learning. Furthermore, results revealed that for the H‐SA student group, CT‐VLab and ET‐VLab are effective for improving IM‐LO and DM‐LO learning outcomes, but for the l‐SA group, it is recommended to use CT‐VLab.

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Remote, simulation or traditional engineering teaching laboratory: a systematic literature review of assessment implementations to measure student achievement or learning

Cited by 20 publications

References 61 publications

A european vs australasian comparison of engineering laboratory learning objectives rankings

A european vs australasian comparison of engineering laboratory learning objectives rankings

The Educational Benefit of a Remote Automatic Control Laboratory. A Win-Win Collaboration between Asia and Europe

Virtual‐laboratory based learning to improve students’ basic engineering competencies based on their spatial abilities

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