Can we use online technology to rejig the traditional laboratory experience to improve student engagement?

IF 2.5 Q1 Social Sciences

Higher Education Pedagogies Pub Date : 2022-04-29 DOI:10.1080/23752696.2022.2068155

R. Cossu, I. Awidi, J. Nagy

引用次数: 0

Abstract

ABSTRACT This experimental-mixed methods investigates the impact of shifting from a traditional laboratory model to a hybrid laboratory model. The hybrid model consisted of (1) online instructions and pre-laboratory test, (2) compressed face-to-face laboratory time, and (3) post-laboratory data analysis. This study analyses whether student perceptions of a targeted intervention were correlated to a range of student performance indicators. Only a fractional improvement in student performance was observed, but evidence suggests that the use of online content led to more frequent student interaction with the learning material. The pre-laboratory tests encouraged a better preparation for the laboratory. Splitting the laboratory intervention into different phases was generally better perceived by students than the traditional style. The findings are expected to encourage course coordinators and developers to adopt concepts used in the delivery of hybrid solutions which is important due to the current emphasis on the use of online models of instruction.

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我们可以使用在线技术来重新调整传统的实验室体验，以提高学生的参与度吗？

这种实验混合方法研究了从传统实验室模型到混合实验室模型转变的影响。混合模型包括(1)在线指导和实验室前测试，(2)压缩面对面实验室时间，(3)实验室后数据分析。本研究分析了学生对目标干预的感知是否与一系列学生表现指标相关。我们只观察到学生成绩的一小部分改善，但有证据表明，在线内容的使用使学生与学习材料的互动更加频繁。实验室前的测试鼓励为实验室做更好的准备。将实验室干预分为不同的阶段通常比传统的方式更好地被学生接受。预计这些发现将鼓励课程协调员和开发人员采用混合解决方案中使用的概念，这一点很重要，因为目前强调使用在线教学模式。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Higher Education Pedagogies EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

7.70

自引率

4.00%

发文量

审稿时长

13 weeks

期刊介绍： The aim of Higher Education Pedagogies is to identify, promote and publish excellence and innovations in the practice and theory of teaching and learning in and across all disciplines in higher education. The journal will provide an international forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of teaching and learning issues. The journal will prove a valuable resource for individuals in the development and enhancement of their own practice, and for institutions in the promotion of the scholarship of teaching and learning. Higher Education Pedagogies will focus on disciplinary pedagogies and learning experiences; the higher education curriculum, i.e. what is taught and how it is developed and enhanced including both skills and knowledge; the delivery of the higher education curriculum; how it is taught and how students learn, and academic development; the role of teaching and learning in the development of academic careers and its place within the profession. Higher Education Pedagogies welcomes papers which are accessible to both specialist and generalist readers and are theoretically and empirically rigorous. Through advancing knowledge of, and practice in, teaching and learning, Higher Education Pedagogies will prove essential reading for all those who wish to stay informed of state-of-the-art teaching and learning developments in higher education. Higher Education Pedagogies is sponsored by the Higher Education Academy.