Remote Labs in Higher Engineering Education: Engaging Students with Active Learning Pedagogy

Autor/inn/en	Van den Beemt, Antoine; Groothuijsen, Suzanne; Ozkan, Leyla; Hendrix, Will
Titel	Remote Labs in Higher Engineering Education: Engaging Students with Active Learning Pedagogy
Quelle	In: Journal of Computing in Higher Education, 35 (2023) 2, S.320-340 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Van den Beemt, Antoine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1726
DOI	10.1007/s12528-022-09331-4
Schlagwörter	Distance Education; Engineering Education; College Students; Learner Engagement; Active Learning; Laboratories; Teaching Methods; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Ingenieurausbildung; Collegestudent; Aktives Lernen; Laboratory; Laboratorium; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg
Abstract	In engineering education laboratories serve as experiential learning aimed at engaging students. The past decades saw an increased use of online laboratories, including virtual and remote labs. Remote labs, providing online interfaces to physical labs, allow students to conduct experiments with real-world equipment anywhere and at any time. However, this advantage challenges active student engagement. Little evidence is available on effective pedagogies for student engagement in remote labs. This paper aims to identify how a remote lab assignment based on active learning pedagogy in higher engineering education supports student engagement, with the overarching aim to promote students' transfer skills from theory to practice. Our research question, "What impact does an active learning pedagogy have on students' engagement with a remote lab?", was answered with a case study of two courses on systems and control in higher engineering education. Data included digital traces, course evaluations, interviews, and observations. Students reported how remote labs, to be used anywhere at any time, require self-regulation and scheduling of experiments. However, accompanying open-ended lab assignments encouraged students to engage with the lab and the theoretical content of the course by creating a 'need-to-know.' Our results furthermore suggest the need for a structured arrangement of open-ended lab assignment, lab preparation, teamwork supporting peer learning and discussion, progress meetings focused on feedback and formative assessment, and reports focused on reflection. Engagement can be strengthened by support for students before and during the experiments, clear signposting about the experiment and lab set-up, and pre-structuring of lab activities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01