A Comparison of Student Perceptions of Physical and Virtual Engineering Laboratory Classes

Foreman, Charlotte; Hilditch, Mary; Rockliff, Nicole; Clarke, Holly

doi:10.1007/978-3-030-35396-4_10

Cited by 4 publications

(7 citation statements)

References 25 publications

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“…After the transition to remote instruction, courses that previously emphasized both concepts and skills about equally tended to move towards learning physics concepts (Figure 3). This aligns with the literature, which finds that many proponents of online labs value learning physics concepts (i.e., content and theory) where proponents of hands-on labs often value design skills and collaborative skills [4][5][6][7]. Perhaps the online environment maybe better at meeting the learning goals associated with learning physics concepts in contrast to lab skills.…”

Section: Shift Of Learning Goalssupporting

confidence: 79%

“…Previous research on the effectiveness of remote lab work has resulted in inconclusive findings, with strong advocates for both traditional hands-on labs and nontraditional approaches [4][5][6][7]. The differences in opinion on remote labs are often attributed to differences in learning goals and objectives between instructors and assessment tools.…”

Section: Introductionmentioning

confidence: 99%

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Rapid Transition to Remote Instruction of Physics Labs During Spring 2020: Instructor Perspectives

Werth¹,

Hoehn²,

Oliver³

et al. 2021

Preprint

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Laboratory courses are an important part of the undergraduate physics curriculum. During physics labs, students can engage in authentic, hands-on experimental practices, which can prepare them for graduate school, research laboratories, and jobs in industry. Due to the COVID-19 pandemic in spring 2020, colleges and universities across the world rapidly transitioned to teaching labs remotely. In this work, we report results from a survey of physics lab instructors on how they adapted their courses in the transition to emergency remote teaching. We found that the instructors who responded to the survey faced numerous challenges when transitioning their classes to remote instruction, particularly in providing students with a similar experience to the in-person labs. In addition, we identified common themes in the instructors' responses including changing learning goals of the courses to be more concept-focused, reducing group work due to equity and technological concerns, and using a variety simulation tools, as well as report on factors that the instructors hoped to continue once they have returned to in-person instruction.

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Section: Shift Of Learning Goalssupporting

confidence: 79%

Section: Introductionmentioning

confidence: 99%

Rapid Transition to Remote Instruction of Physics Labs During Spring 2020: Instructor Perspectives

Werth¹,

Hoehn²,

Oliver³

et al. 2021

Preprint

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“…The editors' commentary on Cathy's chapter noted that for her "teaching was synonymous with caring". In addition, Cathy (Panzieri & Derham, 2020), Charlotte (Eslahi et al, 2020;Foreman et al, 2020) and Anna (Hanratty & McNamara, 2020) had all been at the forefront of a university-wide initiative to encourage student-staff research partnerships. This required a significant commitment by the authors and presented a potential risk in working alongside a student on a project whose success was not guaranteed at the outset.…”

Section: Participant Biographiesmentioning

confidence: 99%

Exploring the Salutogenic University: Searching for the Triple Point for the Becoming-Caring-Teacher Through Collaborative Cartography

Kinchin

Derham

Foreman

et al. 2021

PED

Self Cite

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This paper offers a perspective on ‘care’ as a component in the identity of successful university teachers. Three key lines of flight within this assemblage (care, pedagogic health, and salutogenesis) are examined here. In combination, they may offer a response to hegemonic neoliberal discourses that typically divert academics from enacting their professional values. A ‘triple point’ is hypothesised, at which the three lines would be found to co-exist, without border or barriers.

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“…[47] Augmented reality simulation examples concerning simulated chemical plants are rare, while robotics and physical sciences already developed commercial applications and university courses. [48] Nevertheless, new F I G U R E 5 VOSViewer keyword bibliometric map based on keywords (Aspen+, Aspen plus, HYSYS, and Pro/II) derived from articles that WoSindexed from 2017 to April 2020. [25,26] The text font size and diameter of the circles are proportional to the number of occurrences in the 2583 articles indexed during this time.…”

Section: Applicationsmentioning

confidence: 99%

“…Augmented reality simulation examples concerning simulated chemical plants are rare, while robotics and physical sciences already developed commercial applications and university courses. [ 48 ] Nevertheless, new educational proposals are on‐going, such as for example the Eye4Edu project at the University of Milan (Italy). Eye4Edu applies EYESIM software, from AVEVA, that proposes the immersive virtualization of a crude distillation unit (CDU) plant with the representation of the detailed realistic 3D graphics of the whole plant (Figure 6).…”

Section: Applicationsmentioning

confidence: 99%

Experimental methods in chemical engineering: Process simulation

et al. 2020

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Process simulation software designs equipment, simulates operations, optimizes a plant's configuration (heat exchangers network, for example), estimates operating and capital expenses, and serves as an educational tool. However, mastering the theoretical background minimizes common mistakes such as applying an incorrect thermodynamic method, selecting improper algorithms in the case of tear systems, and setting irrational system specifications. Engineers and researchers will exploit this tool more often in the future as constant advancements in simulation science as well as new models are released continually. Process simulators make it easier to build digital twins and thus will facilitate the implementation of the industry 4.0 guidelines. We highlight the mathematical and technical features of process simulators, as well as the capabilities and the fields of application. A bibliometric map of keywords from articles citing Aspen+, Aspen plus, Hysys, and Pro/II indexed by Web of Science between 2017 and 2020 identified the main research clusters, such as design, optimization, energy or exergy, biomass; H 2 and CO 2 capture, thermodynamics; and separations and techno-economic analysis.

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A Comparison of Student Perceptions of Physical and Virtual Engineering Laboratory Classes

Cited by 4 publications

References 25 publications

Rapid Transition to Remote Instruction of Physics Labs During Spring 2020: Instructor Perspectives

Rapid Transition to Remote Instruction of Physics Labs During Spring 2020: Instructor Perspectives

Exploring the Salutogenic University: Searching for the Triple Point for the Becoming-Caring-Teacher Through Collaborative Cartography

Experimental methods in chemical engineering: Process simulation

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