Combined efforts to develop students experimental competences

Lima, Natércia; Alves, Gustavo R.; Viegas, Clara; Gustavsson, Ingvar

doi:10.1109/expat.2015.7463273

Cited by 8 publications

(10 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Each method (the use of simulation, remote lab and hands on) allows the developing of different competences, so teachers should be aware of this fact when deciding which method or combination of methods to use. Although there are already, in literature, some experiences describing the simultaneous use of these resources, these experiences are small-scaled, particularly for remote labs, and no significant and consistent difference between hands-on, simulation and remote labs stand out (Ma & Nickerson, 2006;Viegas, Lima, Alves, & Gustavsson, 2014;Lima, Alves, Viegas, & Gustavsson, 2015;Alves, Viegas, Lima, & Gustavsson, 2016); (Alves, Lima, Alves, & García-Peñalvo, 2017). Nevertheless, it is well studied in literature that teachers can reach more students, if they diversify the methods and techniques used in classroom, including the use of simulations and remote labs.…”

Section: Context and Motivation That Drives The Dissertation Researchmentioning

confidence: 99%

“…By now, thousands of students have already used VISIR, with learning gains (Tawfik, et al, 2011;, but in most cases, this resource was not used simultaneously with other resources, such as, simulation and hands-on lab, or calculus, except for one small scale didactical experiment (Viegas, Lima, Alves, & Gustavsson, 2014;Lima, Alves, Viegas, & Gustavsson, 2015;Alves, Viegas, Lima, & Gustavsson, 2016). In this case, it was used an enquiry based teaching and learning methodology and the course curriculum as well as the didactical implementation design indication were described.…”

Section: One Of the Most Used Remote Laboratories In Engineering Educmentioning

confidence: 99%

See 1 more Smart Citation

Learning from complementary ways of developing experimental competences

Lima

Viegas

García-Peñalvo

2017

Education in the Knowledge Society

View full text Add to dashboard Cite

Engineering education has solid needs of experimental competences development. Nowadays these competences can be worked not only in traditional laboratories (hands on) but also through the use of computer simulations and remote labs. The use of diversified methods in education and the exploration of new resources and techniques in classroom may allow teachers to motivate more students, and capture their attention due to their different learning styles.The main objective of this project is to better understand the effects on students' learning outcomes in different contexts (country, type of institution, background, etc.). Students are subjected to similar design approaches that all use an enquiry-based teaching and learning methodology. The methodology of the didactical implementation is based on the simultaneous use of experimental resources (hands on, simulation and remote labs) together with calculus, in class and assessment. To accomplish this research, several insights must be taken into consideration, including the teachers' mediation in class, in each case, and the didactical implementations adaptations, but also external factors, such as socio-cultural and/ or political factors. ResumenLa educación en ingeniería tiene sólidas necesidades de desarrollo de competencias experimentales. Hoy en día estas competencias pueden desarrollarse no solo en los laboratorios tradicionales (hands-on), sino también a través de simulaciones y laboratorios remotos. El uso de métodos diversificados en la educación y la exploración de nuevos recursos y técnicas en el aula puede permitir que los maestros motiven a más estudiantes y capten su atención.El objetivo principal de este diseño es comprender mejor los efectos sobre los resultados de aprendizaje de los estudiantes en diferentes contextos (país, tipo de institución, etc.), cuando están sujetos a enfoques de diseño similares utilizando una metodología de enseñanza y aprendizaje basada en la investigación. Esta metodología emplea el uso simultáneo de recursos experimentales (handson, simulaciones y laboratorios remotos) junto con cálculo, en clase y en evaluación. Para lograr este objetivo, hay que tener en cuenta varios puntos de vista, como la mediación de los profesores en cada caso y las adaptaciones didácticas, además de factores externos, como por ejemplo los factores socioculturales y/o políticos.

show abstract

Section: Context and Motivation That Drives The Dissertation Researchmentioning

confidence: 99%

Section: One Of the Most Used Remote Laboratories In Engineering Educmentioning

confidence: 99%

Learning from complementary ways of developing experimental competences

Lima

Viegas

García-Peñalvo

2017

Education in the Knowledge Society

View full text Add to dashboard Cite

show abstract

“…Overall, considering the twenty two identified cases, each reported in one or more papers ( [7], [14], [16], [19], [20], [21], [23], [24] [52], [53], [54], [55] [56], [57], [58], [59], [60], [61], [62], [63], [64], [65], [66], [67], [68], [69]). They represent substantial differences in student contexts: different educational backgrounds, knowledge and level of competence development.…”

Section: Didactical Issuesmentioning

confidence: 99%

VISIR's usage as an educational resource

Lima

Viegas

Alves

et al. 2016

Proceedings of the Fourth International Conference on Technological Ecosystems for Enhancing Multiculturality

Self Cite

View full text Add to dashboard Cite

Laboratory experiments are one of the backbones of engineering teaching, as they help students learning in a unique way, providing better understanding of scientific theories, clarifying concepts and principles as well as improving their technical skills. Nevertheless, with the Bologna Process reforms and the economic constraints most Higher Education Institutions face nowadays, caused a significant decline in the amount of time devoted to hands-on lab. Researchers are seeking complementary ways to teach these practical skills and recently, with the explosive popularity of computer-based learning, remote labs are being used as an option. This review paper presents a first attempt to compile empirical studies that directly report the use of the remote laboratory VISIR (Virtual Instrument Systems in Reality). These practices of engineering classes/courses, used VISIR individually or as a complement to traditional hands on laboratory. Concerning these different approaches of how VISIR is used, the authors draw several conclusions -findings suggest that VISIR is a useful learning instrument, having been used, so far, by more than 4400 students. It contributes to improve students' competences and knowledge, their confidence in lab and their enthusiasm and motivation. Some factors, such as teacher's supervision and attention to the VISIR component play a crucial role in students' engagement. Finally, the results achieved through this review raise several important and still non-studied issues to be addressed by future research.

show abstract

“…Some of the published work related to VISIR [8], [13], [16], [17], [18], [19], [20], [21] although also concerned with aspects related to the use of computer-based tools or systems, has been mainly focused on the learning process, either from the student's or teacher's perspective. The overall perception of the students is positive, although in many cases, this was not directly reflected in their final results within the course, in spite of teachers' perception considering VISIR as a good complementary tool for hands-on practice.…”

Section: Visir Remote Lab and The Visir+ Projectmentioning

confidence: 99%