Laboratory lesson plans: Opportunities created by remote laboratories

Lowe, David; Bharathy, Gnana; Stumpers, Ben; Yeung, Herbert

doi:10.1109/rev.2012.6293111

Cited by 7 publications

(6 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Three main types of interactions -student-student, student-instructor, and student-equipmenthave been categorised (Anderson, 2003;Lowe et al, 2012;Moore, 1989;Sher, 2009). The student is the pivotal point in all interaction categories.…”

Section: Interactions Occurring In Laboratory Workmentioning

confidence: 99%

“…There is a fourth category, termed indirect interaction, which happens when a student learns or is assumed to learn by observing other students' interactions with their peers or by listening to conversations or discussions occurring either between students or between students and an instructor in the laboratory. Each interaction category makes a distinct contribution to students' laboratory learning (Fila & Loui, 2014;Lowe et al, 2012;Park, Choe, Schallert, & Forbis, 2017)[Blinded].…”

Section: Interactions Occurring In Laboratory Workmentioning

confidence: 99%

“…In the face-to-face laboratory, students interact with their peers, instructors, and equipment to carry out the assigned activities. By contrast, in the remote laboratory students only interact with the equipment in real time while conducting their experimental investigation (Lowe, Murray, Li, & Lindsay, 2012). Students are able to interact with other students and instructors but this is asynchronous and different to that in the face-to-face laboratory because it is generally mediated by internet-supported platforms (Machotka & Nedic, 2006;Teng, Considine, Nedic, & Nafalski, 2016;Zubía & Alves, 2011).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Student perceptions of instruction sheets in face-to-face and remotely-operated engineering laboratory learning

Lal

Lucey

Lindsay

et al. 2019

European Journal of Engineering Education

View full text Add to dashboard Cite

The laboratory instruction sheet (sometimes called a laboratory manual), together with the equipment used by students, is an essential resource for laboratory work. It has a direct influence over all the interactions that can occur in the laboratory activity, of which studentequipment is the only common synchronous interaction in both face-to-face and remote-access laboratories. This article offers a student perspective on the function, utility, and importance of laboratory instruction sheets in Engineering along with their preferred design for both face-toface and remote modes. Both qualitative and quantitative investigations were made for studying students' perceptions. The laboratory sheet was found to be a contributing factor to student satisfaction for student-equipment interactions in face-to-face laboratories and important to students' experience in remote-access laboratories in giving them a feel of operating real equipment. Student responses indicated that the instruction sheet should meet different content requirements and emphases that depend upon the laboratory mode and different levels of student academic achievement.

show abstract

Section: Interactions Occurring In Laboratory Workmentioning

confidence: 99%

Section: Interactions Occurring In Laboratory Workmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Student perceptions of instruction sheets in face-to-face and remotely-operated engineering laboratory learning

Lal

Lucey

Lindsay

et al. 2019

European Journal of Engineering Education

View full text Add to dashboard Cite

show abstract

“…When carrying out a practical, students typically follow some lesson plan, such as a practical workbook [19]. This guides the student through the activities that they must carry out.…”

Section: B Intelligent Student Supportmentioning

confidence: 99%

“…This guides the student through the activities that they must carry out. The authors of [19] suggest that if the lesson plan is in an electronic format, it can be combined with the remote laboratory interface. The plan can describe the various states that the experimental setup can be in, and the steps to take it from one state to the next.…”

Section: B Intelligent Student Supportmentioning

confidence: 99%

Current and Future Developments in Remote Laboratory NetLab

Teng¹,

Considine²,

Nedic³

et al. 2016

Int. J. Onl. Eng.

View full text Add to dashboard Cite

Abstract-In this paper we report on current and future developments in the remote laboratory NetLab. After a short review of real, virtual and remote laboratories, NetLab -a remote laboratory created and operated at the University of South Australia since 2002, is introduced. Experiments conducted in 2015 using real laboratory and NetLab are presented and student feedback on those reported. Increasingly, both academics and students accept that properly structured, documented and supported remote laboratories constitute a valid complementation to and/or replacement of real laboratories. To increase the students' learning support in remote laboratories a development of an intelligent tutoring system based on the learning analytics is proposed and outlined in this paper.

show abstract