Can a Hands-On Physics Project Lab Be Delivered Effectively as a Distance Lab?

Autor/inn/en	Moosvi, Firas; Reinsberg, Stefan A.; Rieger, Georg W.
Titel	Can a Hands-On Physics Project Lab Be Delivered Effectively as a Distance Lab?
Quelle	In: International Review of Research in Open and Distributed Learning, 20 (2019) 1, S.21-42 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Educational Technology; Technology Uses in Education; Science Instruction; Physics; Hands on Science; Distance Education; Science Laboratories; College Science; Science Experiments; Laboratory Experiments; Program Effectiveness; Foreign Countries; Blended Learning; Telecommunications; Handheld Devices; College Students; Inquiry; Conventional Instruction; Canada + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Physik; Distance study; Distance learning; Fernunterricht; Laboratory work; Laborarbeit; Ausland; Telekommunikationstechnik; Collegestudent; Kanada
Abstract	In this article, we examine whether an inquiry-based, hands-on physics lab can be delivered effectively as a distance lab. In science and engineering, hands-on distance labs are rare and open-ended project labs in physics have not been reported in the literature. Our introductory physics lab at a large Canadian research university features hands-on experiments that can be performed at home with common materials and online support, as well as a capstone project that serves as the main assessment of the lab. After transitioning the lab from face-to-face instruction to a distance format, we compared the capstone project scores of the two lab formats by conducting an analysis of variance, which showed no significant differences in the overall scores. However, our study revealed two areas that need improvements in instruction, namely data analysis and formulating a clear goal or research question. Focus group interviews showed that students in the distance lab did not perceive the capstone project as authentic science and that they would have preferred a campus lab format. Overall our results suggest that the distance project lab discussed here might be an acceptable substitute for a campus lab and might also be suitable for other distance courses in science. (As Provided).
Anmerkungen	Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01