Enhancing distance learning of science—Impacts of remote labs 2.0 on students' behavioural and cognitive engagement

Sung, Shannon; Li, Chenglu; Huang, Xudong; Xie, Charles

doi:10.1111/jcal.12600

Cited by 21 publications

(13 citation statements)

References 59 publications

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“…As an example of practical applications, digital twins delivered through Telelab have provided intuitive user interfaces for remotely accessing science laboratories during the COVID-19 pandemic, resulting in improved student engagement and learning in online environments. − In a teacher’s own words, “In real labs, I ask students to do free exploration before giving specific instructions on where to observe and what to analyze. Then we share, as a whole class, what we find.…”

Section: Discussion and Conclusionmentioning

confidence: 99%

Chemistry on the Cloud: From Wet Labs to Web Labs

Xie

Ding

et al. 2021

J. Chem. Educ.

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Digital sensors allow people to collect a large quantity of data in chemistry experiments. Using infrared thermography as an example, we show that this kind of data, in conjunction with videos that stream the chemical phenomena under observation from a vantage point, can be used to construct digital twins of experiments to support science education on the cloud in a visual and interactive fashion. Through digital twins, a significant part of laboratory experiences such as observation, analysis, and discussion can be delivered on a large scale. Thus, the technology can potentially broaden participation in experimental chemistry, especially for students and teachers in underserved communities who may lack the expertise, equipment, and supplies needed to conduct certain experiments. With a cloud platform that enables anyone to store, process, and disseminate experimental data via digital twins, our work also serves as an example to illuminate how the movement of open science, which is largely driven by data sharing, may be powered by technology to amplify its impacts on chemistry education.

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Section: Discussion and Conclusionmentioning

confidence: 99%

Chemistry on the Cloud: From Wet Labs to Web Labs

Xie

Ding

et al. 2021

J. Chem. Educ.

Self Cite

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“…The challenges in adopting remote science laboratories in both higher education and schools mentioned by Cooper (2005) decades ago are still being experienced. One of the specific challenges highlighted by Sung et al (2021) in the use of remote laboratories is the limited interaction among the learners and the instructors. Accordingly, in the study, Sung et al (2021) developed a remote laboratory system that enabled teachers and learners to interact in real time by synchronizing the student-instructor-machine interactions.…”

Section: Computer-based Technologies Used To Facilitate Practical Wor...mentioning

confidence: 99%

“…One of the specific challenges highlighted by Sung et al (2021) in the use of remote laboratories is the limited interaction among the learners and the instructors. Accordingly, in the study, Sung et al (2021) developed a remote laboratory system that enabled teachers and learners to interact in real time by synchronizing the student-instructor-machine interactions. In their analysis, Sung et al (2021) observed that the resultant interactions gave learners a form of telepresence that translated into enhanced learning gains.…”

Section: Computer-based Technologies Used To Facilitate Practical Wor...mentioning

confidence: 99%

Primary Preservice Science Teachers’ Perceptions of Practical Work in Remote Learning Environments

Tsakeni

2023

JCSR

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Science practical work is renowned for providing authentic environments for science learning in ways that reduce the abstractness of concepts. Significant resources are used to provide facilities such as laboratories to ensure that practical work is implemented in science learning. Practical work is important for primary preservice science teachers, who in turn will implement the instructional strategy in their future classrooms. The rise in remote learning has prompted researchers and instructors to reimagine ways of facilitating practical work in ways that involve human-machine interactions in significant ways. This study used an interpretive paradigm and an explorative single-case-study design to explore primary preservice science teachers’ perceptions of conducting practical work in remote learning environments. A framework based on the Internet of Things- (IoT) enabled tools was used to mediate the understanding of the study findings. Data were collected from 25 preservice teachers by means of experiment reports and observation of practical work activities. The findings of the study showed that in the absence of proper systems for conducting practical work remotely and limited internet connectivity, the participating preservice teachers used internet searches to inform them of how to conduct experiments using household materials. The experiment reports comprised experiment demonstrations developed through the use of filmmaking applications, cloud computing tools, and social media collaborations. The paper makes recommendations to expand preservice teachers’ technological competencies to include the use of virtual laboratories to conduct practical work in remote learning environments.

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“…Asynchronous learning activities benefitted students who shared devices, living spaces, and the Internet with others or those who had unanticipated obligations owing to the pandemic. It has been established that multimedia movies can be a highly effective teaching tool for delivering content to students if cognitive load, student engagement, and active learning have been all considered when creating videos (Sung et al, 2021).…”

Section: Delivery Modementioning

confidence: 99%

Online course delivery, assessment, and student satisfaction: The case of Quantitative Chemical Analysis course in the time of COVID-19 pandemic

et al. 2022

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Background: The COVID-19 pandemic has transformed the concept and perception of normalcy, compelling instructors to switch from face-to-face to online instruction overnight. Meanwhile, the satisfaction of course learning outcomes remains a critical element of modern educational systems and should be monitored during online education. Objective: The purpose of this study was to describe the online delivery and assessment tools of a Quantitative Chemical Analysis course and evaluate student satisfaction. Methods: Formative and summative assessments were used to test students' learning and the application of Quantitative Chemical Analysis concepts using online teaching models. At the end of the semester, a Likert scale survey was sent to all students to get their feedback. Results: Students were extremely satisfied with online learning, believing that the course's intended learning outcomes were met, with student ability to perform calculations and evaluate errors, precision, and accuracy receiving the highest scores, and student ability to explore multiple solutions for a given problem receiving the lowest scores.

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Enhancing distance learning of science—Impacts of remote labs 2.0 on students' behavioural and cognitive engagement

Cited by 21 publications

References 59 publications

Chemistry on the Cloud: From Wet Labs to Web Labs

Chemistry on the Cloud: From Wet Labs to Web Labs

Primary Preservice Science Teachers’ Perceptions of Practical Work in Remote Learning Environments

Online course delivery, assessment, and student satisfaction: The case of Quantitative Chemical Analysis course in the time of COVID-19 pandemic

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