Enhancing distance learning of science—Impacts of remote labs 2.0 on students' behavioural and cognitive engagement
Enhancing distance learning of science—Impacts of remote labs 2.0 on students' behavioural and cognitive engagement
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加强远程科学学习——远程实验室 2.0 对学生行为和认知参与的影响
DOI：
10.1111/jcal.12600
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发表时间：
2021
影响因子：
5
通讯作者：
Xie, Charles
中科院分区：
文献类型：
--
作者：
Sung, Shannon H.;Li, Chenglu;Huang, Xudong;Xie, Charles
随着远程教育的日益普及，如何让学生参与基于在线探究的实验室仍然是科学教师面临的挑战。目前的远程实验室大多采用集中式模式，教师根据学生的真实的时间科学实践进行即时教学的灵活性有限。ObjectivesThe goal of this research is to investigate the impact of a non-centralized remote lab on students' cognitive and behaviorengagement.MethodsA mixed‐methods design was adopted.参与者是参加两个虚拟化学课程的高中生。远程实验室2.0，品牌为Telelab，支持远程查询的非集中式模型，可以随时随地进行更具交互性的动手实验。运用远程探究教学模式指导课程设计。学生的点击流日志和指令时间戳进行了分析和可视化。多元回归分析被用来确定是否参与水平影响他们的概念学习。行为参与模式与survey responses.Results and ConclusionsWe发现近似同步之间的学生-教师-实验室的互动热图。Telelab提供的引导式询问功能有助于教师和学生之间的真实的实时沟通。学生的概念学习被发现受到不同的参与水平的影响。学生的行为参与模式可以可视化，并反馈给教师，以告知学习进度，并制定及时的指导。影响Telelab提供了一个远程实验室2.0模型，可以轻松定制为实时流动手远程查询。它增强了参与度，并为参与者提供了一种远程呈现的感觉。为从业者提供可定制的远程询问课程可以更好地帮助他们在线教授基于询问的实验室。
BackgroundWith the increasing popularity of distance education, how to engage students in online inquiry‐based laboratories remains challenging for science teachers. Current remote labs mostly adopt a centralized model with limited flexibility left for teachers' just‐in‐time instruction based on students' real‐time science practices.ObjectivesThe goal of this research is to investigate the impact of a non‐centralized remote lab on students' cognitive and behavioural engagement.MethodsA mixed‐methods design was adopted. Participants were the high school students enrolled in two virtual chemistry classes. Remote labs 2.0, branded as Telelab, supports a non‐centralized model of remote inquiry that can enact more interactive hands‐on labs anywhere, anytime. Teleinquiry Instructional Model was used to guide the curriculum design. Students' clickstreams logs and instruction timestamps were analysed and visualized. Multiple regression analysis was used to determine whether engagement levels influence their conceptual learning. Behavioural engagement patterns were corroborated with survey responses.Results and ConclusionsWe found approximate synchronizations between student–teacher–lab interactions in the heatmap. The guided inquiry enabled by Telelab facilitates real‐time communications between instructors and students. Students' conceptual learning is found to be impacted by varying engagement levels. Students' behavioural engagement patterns can be visualized and fed to instructors to inform learning progress and enact just‐in‐time instruction.ImplicationsTelelab offers a model of remote labs 2.0 that can be easily customized to live stream hands‐on teleinquiry. It enhances engagement and gives participants a sense of telepresence. Providing a customizable teleinquiry curriculum for practitioners may better prepare them to teach inquiry‐based laboratories online.