Learning outcome achievement in non-traditional (virtual and remote) versus traditional (hands-on) laboratories: A review of the empirical research
Learning outcome achievement in non-traditional (virtual and remote) versus traditional (hands-on) laboratories: A review of the empirical research
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DOI：
10.1016/j.compedu.2015.07.003
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发表时间：
2015-09-01
影响因子：
12
通讯作者：
Brinson, James R.
中科院分区：
文献类型：
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作者：
Brinson, James R.
本综述首次尝试综合最近（2005 年之后）的实证研究，重点是使用传统实验室（TL；动手）和非传统实验室（NTL；虚拟和远程）参与者作为实验组来直接比较学习成果。调查结果表明，大多数研究（n = 50, 89%）表明，在所有学习成果类别（知识和理解、探究技能、实践技能、感知、分析技能以及社会和科学沟通）中，NTL 与 TL 的学生学习成果成绩相同或更高，尽管大多数研究（n = 53, 95%）侧重于与内容知识相关的成果，大多数研究（n = 40, 71%）采用测验和测试作为评估工具。科学探究技能是评估最少的学习目标（n = 4, 7%），实验室报告/书面作业（n = 5, 9%）和实践考试（n = 5, 9%）是最不常见的评估工具。本次审查的结果提出了未来研究需要解决的几个重要问题。 (C) 2015 Elsevier Ltd. 保留所有权利。
This review presents the first attempt to synthesize recent (post-2005) empirical studies that focus on directly comparing learning outcome achievement using traditional lab (TL; hands-on) and non-traditional lab (NTL; virtual and remote) participants as experimental groups. Findings suggest that most studies reviewed (n = 50, 89%) demonstrate student learning outcome achievement is equal or higher in NTL versus TL across all learning outcome categories (knowledge and understanding, inquiry skills, practical skills, perception, analytical skills, and social and scientific communication), though the majority of studies (n = 53, 95%) focused on outcomes related to content knowledge, with most studies (n = 40, 71%) employing quizzes and tests as the assessment instrument. Scientific inquiry skills was the least assessed learning objective (n = 4, 7%), and lab reports/written assignments (n = 5, 9%) and practical exams (n = 5, 9%) were the least common assessment instrument. The results of this review raise several important concerns and questions to be addressed by future research. (C) 2015 Elsevier Ltd. All rights reserved.