作为在线实验室平台的iLabs:以新冠肺炎大流行期间斯坦福大学为例

M. Zaman, L. T. Neustock, Lambertus Hesselink
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引用次数: 9

摘要

iLabs平台-一种低成本,高度可扩展的方式,为远程和虚拟实验室实验提供在线学习,首次引入课堂环境。由于新冠肺炎大流行扰乱了传统的实验室实验教学,iLabs平台可以成为将远程和虚拟实验纳入课程的潜在解决方案。作为一个案例研究,过程和挑战整合的实验室实验纳入课程进行了讨论。所描述的过程包括将物理实验转化为iLabs实验,并将其作为斯坦福大学2020-2021秋季学期一门课程的教学工具。讨论从学生那里收集到的反馈。虽然实验规模较小,但该案例研究表明,该平台有潜力成为科学和技术课程的有用教学工具。除了在大流行期间替代物理实验室外,该平台还可以作为大流行后物理实验室实验的补充教学工具,并将有助于远程教育。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
iLabs as an online laboratory platform: A case study at Stanford University during the COVID-19 Pandemic
The iLabs platform – a low cost, highly scalable way to provide online learning for remote and virtual laboratory experiments is introduced into a classroom setting for the first time. As the COVID-19 pandemic has disrupted conventional laboratory experiment-based teaching, the iLabs platform can be a potential solution to include remote and virtual experiments in the curricula. As a case study, the process and challenges of integrating an iLabs experiment into a course are discussed. The described process includes converting a physical experiment into an iLabs experiment and using it as a teaching tool in one course at Stanford University during the Autumn 2020-2021 quarter. Feedback collected from the students is discussed. Although performed on a small scale, the case study suggests that the platform has the potential to be a helpful teaching tool for science and technology classes. In addition to being a substitute for a physical laboratory during the pandemic, the platform can be included as a supplementary teaching tool complementing physical laboratory experiments after the pandemic as well and will aid remote education.
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