Virtual and Distance Experiments: Pedagogical Alternatives, not Logistical Alternatives.
Virtual and Distance Experiments: Pedagogical Alternatives, not Logistical Alternatives.
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虚拟和远程实验：教学替代方案，而不是后勤替代方案。
DOI：
10.18260/1-2--298
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发表时间：
2006
期刊：
影响因子：
--
通讯作者：
M. Good
中科院分区：
文献类型：
--
作者：
E. Lindsay;M. Good
远程和虚拟访问实验室类越来越普遍的本科工程课程，但迄今为止，很少有，如果有的话，研究，充分评估这些替代访问模式的学习成果。转向替代的获取模式主要是出于后勤需要，如提高交付的灵活性和潜在的成本降低。这种对“如何”实施实验室的关注是以“为什么”为代价的-对学生学习的影响在很大程度上被忽视了。本文报告了一项研究，远程和虚拟访问实验室设备，并表明有统计学上的显着差异，学生的成绩对一些学习成果。特别是，它表明，某些类型的学习成果在不同的模式下受到不同的影响。这种精细的分析避免了简单地比较整体综合分数的常见陷阱，并表明，而不是没有影响的结果，而是有多个变化的学习成果，其综合影响学生的分数抵消。界面的透明度被认为是决定远程模式下学习成果质量的一个关键因素;然而，在模拟模式下，这一点并不重要。这一发现，虽然令人惊讶，解释时，有关的理论分离被认为是。本文的带回家的消息是，移动到远程和虚拟访问实验室硬件导致显着的变化，在学习成果的学生体验这个实验室。面对这些变化，必须将这些替代的获取模式视为教学替代方案，而不仅仅是后勤便利。
Remote and virtual access to laboratory classes are increasingly prevalent in undergraduate engineering courses, but as yet there have been few, if any, studies, that adequately evaluate the learning outcomes of these alternative access modes. The move to alternative access modes has been driven primarily by logistical imperatives such as increased flexibility of delivery, and potential cost reductions. This focus on the “how” of implementing the laboratories has come at the expensive of the “why” – the impact upon the students’ learning has been largely overlooked. This paper reports a study into remote and virtual access to laboratory equipment, and shows that there are statistically significant differences between the students' achievement on a number of learning outcomes. In particular, it shows that certain types of learning outcomes are impacted differently in different modes. This fine-grained analysis avoids the common pitfall of simply comparing overall aggregated marks, and shows that rather than no effect upon outcomes, there are instead multiple changes in learning outcomes whose combined effects upon the students' marks cancel out. The transparency of the interface was found to be a key factor in determining the quality of learning outcomes in the remote mode; however, it was not found to be significant in the simulation mode. This finding, whilst surprising, is explained when the theory pertinent to separation is considered. The take home message of this paper is that moving to remote and virtual access to laboratory hardware leads to significant changes in the learning outcomes of the students who experience this laboratory. In the face of such changes, these alternative access modes must be considered pedagogical alternatives, rather than simply logistical conveniences.