Undergraduate student experiences in remote lab courses during the COVID-19 pandemic

Borish, Victoria; Werth, Alexandra; Sulaiman, Nidhal; Fox, Michael F. J.; Hoehn, Jessica R.; Lewandowski, H. J.

doi:10.1103/physrevphyseducres.18.020105

Cited by 19 publications

(7 citation statements)

References 76 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Researchers have noted negative effects of the pandemic on student wellness, and also learning in physics labs. 2,3 As our majors move from this intermediate-level course, which we envisioned as a bridge to upper-level physics laboratories, they must have increased initiative and a higher ability to collaborate with other students as well as the faculty.…”

Section: Motivationmentioning

confidence: 99%

Developing technical and soft skills in an introductory undergraduate optics course

Dark

2023

Seventeenth Conference on Education and Training in Optics and Photonics: ETOP 2023

View full text Add to dashboard Cite

The laboratory-based Optics course was envisioned by the Department as a bridge to upper-level laboratory courses, thus students must display increased initiative and collaborative skills. In recent years since the pandemic began, it appears student initiative has declined. Activities within the course have been refined and new ones developed to build technical skills such as problem solving and optical design. New activities have been developed as well to build soft skills, for example, self-awareness, time management and adaptability. The new activities appear to improve soft skill development. Technical skill development was positive, however it is not clear that the revisions resulted in a significant improvement.

show abstract

Section: Motivationmentioning

confidence: 99%

Developing technical and soft skills in an introductory undergraduate optics course

Dark

2023

Seventeenth Conference on Education and Training in Optics and Photonics: ETOP 2023

View full text Add to dashboard Cite

show abstract

“…The implementation of online-based laboratory practices has been reported as a viable alternative to maintain the quality of laboratory education during the pandemic era (Borish et al 2022;Delgado et al 2021;. Since conventional laboratory topics and activities are not feasible through online labs, the application of bioinformatics principles emerges as the appropriate solution for laboratory activities during the pandemic.…”

Section: Introductionmentioning

confidence: 99%

Strengthening Professional and Spiritual Education through 21st Century Skill Empowerment in a Pandemic and Post-Pandemic Era

Arifin,

Fauzi,

Wiraatmaja

et al. 2024

View full text Add to dashboard Cite

show abstract

“…Por otro lado, se tiene el enfoque remoto, en estos se desarrollan experimentos reales a distancia utilizando Tecnologías de la Información y Comunicación (TIC) y del internet, además de aplicar enfoques modernos de aprendizaje. Esta aproximación reduce el sesgo, producto de errores humanos, además facilita el uso asincrónico del laboratorio extendiendo los horarios de uso (Domínguez et al, 2014;Borish et al, 2022). De forma general un LR está constituido de dos sistemas, el primero es el Instrumento Virtual (IV), que hace referencia al conjunto de ordenadores que procesa información (proveniente de sensores, actuadores controladores, interfaz de usuario, acceso a recursos reales y simulados), y el segundo sistema es el Instrumento Remoto (IR) que hace referencia al dispositivo o banco (que puede ser real o simulado) con capacidad de comunicación a través de internet permitiendo la comunicación a distancia de los recursos físicos y/o simulados (De la Torre et al, 2022).…”

Section: Introductionunclassified

Diseño y construcción de instrumentos remotos para la enseñanza experimental a distancia: una metodología

2023

View full text Add to dashboard Cite

En este estudio se propone una metodología para el diseño y construcción de un instrumento remoto (IR). El procedimiento parte de una guía de clase y modelamiento matemático para identificar los requerimientos y posteriormente emplear pensamiento de diseño para seleccionar la idea de mayor factibilidad. Luego se prototipa rápidamente, diseñando, fabricando e integrando los componentes del dispositivo. Por último, se considera una validación técnica y estadística como instrumento de ajuste, en la que se implementa y evalúa la metodología en tres escenarios de física mecánica (plano inclinado, caída libre, ley de Hooke). Los resultados muestran la flexibilidad que presenta el método propuesto en la etapa de ideación, facilitando la construcción de laboratorios con un alto componente físico y electromecánico. Se concluye que el enfoque aplicado aquí permite la ejecución de prácticas de física mecánica a distancia, utilizando elementos de bajo costo en el diseño e implementación del sistema.

show abstract

Undergraduate student experiences in remote lab courses during the COVID-19 pandemic

Cited by 19 publications

References 76 publications

Developing technical and soft skills in an introductory undergraduate optics course

Developing technical and soft skills in an introductory undergraduate optics course

Strengthening Professional and Spiritual Education through 21st Century Skill Empowerment in a Pandemic and Post-Pandemic Era

Diseño y construcción de instrumentos remotos para la enseñanza experimental a distancia: una metodología

Contact Info

Product

Resources

About