Rapid transition of traditionally hands-on labs to online instruction in engineering courses
Rapid transition of traditionally hands-on labs to online instruction in engineering courses
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DOI：
10.1080/03043797.2022.2046707
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发表时间：
2022-03-05
影响因子：
2.3
通讯作者：
Beyette, Fred
中科院分区：
文献类型：
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作者：
May, Dominik;Morkos, Beshoy;Beyette, Fred
2019冠状病毒病疫情迫使大学暂停面对面教学，促使迅速过渡到在线教育。由于许多实验室课程在线过渡，这提供了一个难得的机会窗口，了解在线实验室体验为学生和教师创造的挑战和启示。我们目前的结果，从探索性的教育研究，调查学生的动机和自我调节学习的在线实验室环境。我们考虑两个学生因素：动机和自我调节。该工具是管理学生（n = 121）在学期开始时，不同的人口群体之间的比较进行统计分析。结果表明，专业是影响学生学习动机和自我调节的唯一显著因素。学生对在线实验室的不熟悉或对课程预期的不确定性导致了自我调节水平的降低。不同分组之间缺乏显著差异并不奇怪，因为我们发现许多学生进入虚拟实验室环境时具有相同水平的在线实验室体验。我们对这些受访者进行了访谈，以更详细地探讨这些因素。使用潜在Dirichlet分配，出现了三个主要主题：（1）学习兼容性，（2）问题和探究，（3）计划和协调。
The COVID-19 pandemic forced universities to suspend face-to-face instruction, prompting a rapid transition to online education. As many lab courses transitioned online, this provided a rare window of opportunity to learn about the challenges and affordances that the online lab experiences created for students and instructors. We present results from exploratory educational research that investigated student motivation and self-regulated learning in the online lab environment. We consider two student factors: motivation and self-regulation. The instrument is administered to students (n = 121) at the beginning of the semester and statistically analysed for comparisons between different demographic groups. The results indicated students' major was the only distinguishing factor for their motivation and self-regulation. Students' unfamiliarity with online labs or uncertainty about what to expect in the course contributed to the lower levels of self-regulation. The lack of significant differences between various subgroups was not surprising, as we posit many students entered the virtual lab environment with the same level of online lab experience. We conducted interviews among these respondents to explore the factors in greater detail. Using latent Dirichlet allocation, three main topics that emerged: (1) Learning Compatibility, (2) Questions and Inquiry, and (3) Planning and Coordination.