评估生物科学学生虚拟训练的效益

IF 2.5 Q1 Social Sciences
Sarah K. Coleman, Caroline L. Smith
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引用次数: 27

摘要

虚拟实验室模拟是商业上可用于培养学生;这些创造性的资源可以远程完成,没有传统的时间和安全限制的实验室为基础的实践课程。我们引入了一个健康和安全虚拟实验室模拟的核心大型一年级科学模块。在对学生进行了李克特式回答、多答案问题和自由文本回答相结合的调查后,学生们报告说,这增加了他们的理解和知识。此外,学生们报告说,实验室模拟很有激励作用,并增加了对实际实践课程的信心。我们还在完成模拟一年后对学生进行了调查,发现了类似的反应模式;模拟很有用,增加了对健康和安全的信心和知识。我们的数据表明,虚拟实验室模拟提高了学生的理解能力,并且在完成一年后仍然被认为是有用的,这为模拟对学生学习的长期影响提供了证据。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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.
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来源期刊
Higher Education Pedagogies
Higher Education Pedagogies EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
7.70
自引率
4.00%
发文量
10
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.
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