Impact of remote experimentation, interactivity and platform effectiveness on laboratory learning outcomes

Abstract

Access and personalized instruction required for laboratory education can be highly compromised due to regulatory constraints in times such as COVID-19 pandemic or resource shortages at other times. This directly impacts the student engagement and immersion that are necessary for conceptual and procedural understanding for scientific experimentation. While online and remote laboratories have potential to address the aforementioned challenges, theoretical perspectives of laboratory learning outcomes are critical to enhance their impact and are sparsely examined in the literature. Using Transactional Distance Theory (TDT), this paper addresses the gap through a case study on Universal Testing Machine (UTM). By comparing physical (PL-UTM) and remotely triggerable (RT-UTM) laboratory platforms, the structure and interactions as per TDT are analysed. Characterization of interactivity between remote learners and instructors disclose indicative parameters that affect transactional distances and aid in conceptual understanding in remote laboratory learning environment. An extensive pedagogical study through development of two instruments towards assessing conceptual understanding and perception of platform effectiveness that was conducted both on physical laboratory and RT-UTM showed: (1) remote users conducted experiments 3 times more frequently (2) completed assignments in 30% less time and (3) had over 200% improvement in scores when RT-UTM platform was integrated into mainstream learning.

Lab-at-Home: Hands-On Green Analytical Chemistry Laboratory for New Normal Experimentation

“…It showed that individualized laboratory practice was just as effective as face-to-face laboratory practice. This was consistent with the studies of Rawas et al [19] and Achuthan et al [20], above.…”

“…It contrasted with the findings reported by Rawas et al (2020), that the group-based activities resulted in better test scores compared with the design comprising individual activities for face-to-face flipped classroom [19]. However, results agreed with studies by Achuthan et al (2021), reporting that providing and enabling a learning environment promoting effective individualized learning and comprehension of experimental concepts and skills could improve educational outcomes in remote laboratories [20].…”

Engaging Students in Sustainable Science Education

“…It contrasted with the findings reported by Rawas et al (2020), that the group-based activities resulted in better test scores compared with the design comprising individual activities for face-to-face flipped classroom [19]. However, results agreed with studies by Achuthan et al (2021), reporting that providing and enabling a learning environment promoting effective individualized learning and comprehension of experimental concepts and skills could improve educational outcomes in remote laboratories [20].…”

Učinkovitost laboratorijskih vaj v virtualnem laboratoriju

“…Izvajanje laboratorijskih vaj na daljavo v tako imenovanih virtualnih laboratorijih se v literaturi pojavlja predvsem na področjih naravoslovja in tehnike. Achuthan s soavtorji [14] preučuje vpliv oddaljene izvedbe praktičnih vaj v strojništvu. Poroča, da so oddaljeni uporabniki izvedli naloge v 30% krajšem času in dosegli 200% boljše rezultate.…”