{"title":"评估生物科学学生虚拟训练的效益","authors":"Sarah K. Coleman, Caroline L. Smith","doi":"10.1080/23752696.2019.1599689","DOIUrl":null,"url":null,"abstract":"ABSTRACT Virtual laboratory simulations are commercially available to train students; these creative resources are available to complete remotely without traditional time and safety restrictions of laboratory-based practical classes. We introduced a Health and Safety virtual laboratory simulation to a core large first-year science module. Having surveyed students using a combination of Likert-type responses, multiple answer questions and free text responses, students reported that it had increased understanding and knowledge. Additionally, students reported that the laboratory simulation was motivating and had increased confidence for actual practical classes. We also surveyed students one year after completing the simulation finding a similar pattern of responses; the simulation had been useful, increasing confidence and knowledge about Health and Safety. Our data show that the virtual laboratory simulation improved student understanding and was still perceived to have been useful one year after completion, providing evidence of a longer term impact of the simulation on student learning.","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":null,"pages":null},"PeriodicalIF":2.5000,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23752696.2019.1599689","citationCount":"27","resultStr":"{\"title\":\"Evaluating the benefits of virtual training for bioscience students\",\"authors\":\"Sarah K. Coleman, Caroline L. Smith\",\"doi\":\"10.1080/23752696.2019.1599689\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACT Virtual laboratory simulations are commercially available to train students; these creative resources are available to complete remotely without traditional time and safety restrictions of laboratory-based practical classes. We introduced a Health and Safety virtual laboratory simulation to a core large first-year science module. Having surveyed students using a combination of Likert-type responses, multiple answer questions and free text responses, students reported that it had increased understanding and knowledge. Additionally, students reported that the laboratory simulation was motivating and had increased confidence for actual practical classes. We also surveyed students one year after completing the simulation finding a similar pattern of responses; the simulation had been useful, increasing confidence and knowledge about Health and Safety. Our data show that the virtual laboratory simulation improved student understanding and was still perceived to have been useful one year after completion, providing evidence of a longer term impact of the simulation on student learning.\",\"PeriodicalId\":43390,\"journal\":{\"name\":\"Higher Education Pedagogies\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.5000,\"publicationDate\":\"2019-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1080/23752696.2019.1599689\",\"citationCount\":\"27\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Higher Education Pedagogies\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/23752696.2019.1599689\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"Social Sciences\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Higher Education Pedagogies","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/23752696.2019.1599689","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"Social Sciences","Score":null,"Total":0}
Evaluating the benefits of virtual training for bioscience students
ABSTRACT Virtual laboratory simulations are commercially available to train students; these creative resources are available to complete remotely without traditional time and safety restrictions of laboratory-based practical classes. We introduced a Health and Safety virtual laboratory simulation to a core large first-year science module. Having surveyed students using a combination of Likert-type responses, multiple answer questions and free text responses, students reported that it had increased understanding and knowledge. Additionally, students reported that the laboratory simulation was motivating and had increased confidence for actual practical classes. We also surveyed students one year after completing the simulation finding a similar pattern of responses; the simulation had been useful, increasing confidence and knowledge about Health and Safety. Our data show that the virtual laboratory simulation improved student understanding and was still perceived to have been useful one year after completion, providing evidence of a longer term impact of the simulation on student learning.
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.