What Inquiry with Virtual Labs Can Learn from Productive Failure: A Theory-Driven Study of Students’ Reflections

Brand, Charleen; Massey-Allard, Jonathan; Perez, Sarah; Rummel, Nikol; Roll, Ido

doi:10.1007/978-3-030-23207-8_6

Cited by 2 publications

(2 citation statements)

References 19 publications

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“…The reason is that the use of self-planning (Sáiz-Manzanares & Montero-García, 2015), monitoring and self-assessment strategies will increase self-awareness (Cloude et al, 2019). This is because the teaching-learning structure developed in LMSs based on OPBLs can activate students' prior knowledge through enquiry questions implicit in the development of OPBLs (Brand et al, 2019). Furthermore, LMSs allow for continuous monitoring and adaptation to the student's learning pace, which increases the use of metacognitive and motivational strategies during the learning process (Cloude et al, 2019).…”

Section: Project-based Learning Flipped Classroom and Self-regulated Learning In Virtual Environmentsmentioning

confidence: 99%

Improve teaching with modalities and collaborative groups in an LMS: an analysis of monitoring using visualisation techniques

et al. 2021

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Monitoring students in Learning Management Systems (LMS) throughout the teaching–learning process has been shown to be a very effective technique for detecting students at risk. Likewise, the teaching style in the LMS conditions, the type of student behaviours on the platform and the learning outcomes. The main objective of this study was to test the effectiveness of three teaching modalities (all using Online Project-based Learning -OPBL- and Flipped Classroom experiences and differing in the use of virtual laboratories and Intelligent Personal Assistant -IPA-) on Moodle behaviour and student performance taking into account the covariate "collaborative group". Both quantitative and qualitative research methods were used. With regard to the quantitative analysis, differences were found in student behaviour in Moodle and in learning outcomes, with respect to teaching modalities that included virtual laboratories. Similarly, the qualitative study also analysed the behaviour patterns found in each collaborative group in the three teaching modalities studied. The results indicate that the collaborative group homogenises the learning outcomes, but not the behaviour pattern of each member. Future research will address the analysis of collaborative behaviour in LMSs according to different variables (motivation and metacognitive strategies in students, number of members, interactions between students and teacher in the LMS, etc.).

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Section: Project-based Learning Flipped Classroom and Self-regulated Learning In Virtual Environmentsmentioning

confidence: 99%

Improve teaching with modalities and collaborative groups in an LMS: an analysis of monitoring using visualisation techniques

et al. 2021

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“…Since the initial introductions of the VL concepts, research on the effectiveness of VLs confirmed that properly designed virtual simulation tools can enhance students' learning processes [9], [10]. As a result, VLs have been implemented and/or studied across the wide variety of disciplines, such as life science (e.g., biology) [11], [12], [13], [14], [15], physical sciences (e.g., physics and chemistry) [16], [17], [18], [19], [20], mathematics/computer sciences [21], [22], [23], [24], [25], and engineering [26], [27], [28], [29], [30]. However, we will need to be careful when using the term "virtual lab" since there is no set definition for "virtual lab."…”

Section: Literature Reviewmentioning

confidence: 99%

The Implementation of Virtual Labs in Aerospace Structures Education

Tsutsui¹,

Lopez-Parra²,

Coutinho³

et al.

2020 ASEE Virtual Annual Conference Content Access Proceedings

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pursuing a Ph.D. in Engineering Education. Previously, he worked as a Natural Science teacher in High School where he, as a scholarly teacher, constantly assessed his performance to design better learning environments that promote students' conceptual understanding. In 2015, Ruben earned the M.S in Chemical Engineering at Universidad de los Andes in Colombia where he also received the title of Chemical Engineer in 2012. His research interests include cognition and metacognition in the engineering curriculum.

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What Inquiry with Virtual Labs Can Learn from Productive Failure: A Theory-Driven Study of Students’ Reflections

Cited by 2 publications

References 19 publications

Improve teaching with modalities and collaborative groups in an LMS: an analysis of monitoring using visualisation techniques

Improve teaching with modalities and collaborative groups in an LMS: an analysis of monitoring using visualisation techniques

The Implementation of Virtual Labs in Aerospace Structures Education

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