Can We Use Online Technology to Rejig the Traditional Laboratory Experience to Improve Student Engagement?
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| Title: | Can We Use Online Technology to Rejig the Traditional Laboratory Experience to Improve Student Engagement? |
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| Language: | English |
| Authors: | Cossu, Remo (ORCID |
| Source: | Higher Education Pedagogies. 2022 7(1):1-19. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Technology Uses in Education, Educational Change, Science Experiments, Learner Engagement, Blended Learning, Student Attitudes, Intervention, Science Achievement, Electronic Learning, College Students, Foreign Countries |
| Geographic Terms: | Australia |
| DOI: | 10.1080/23752696.2022.2068155 |
| ISSN: | 2375-2696 |
| Abstract: | This experimental-mixed methods investigates the impact of shifting from a traditional laboratory model to a hybrid laboratory model. The hybrid model consisted of (1) online instructions and pre-laboratory test, (2) compressed face-to-face laboratory time, and (3) post-laboratory data analysis. This study analyses whether student perceptions of a targeted intervention were correlated to a range of student performance indicators. Only a fractional improvement in student performance was observed, but evidence suggests that the use of online content led to more frequent student interaction with the learning material. The pre-laboratory tests encouraged a better preparation for the laboratory. Splitting the laboratory intervention into different phases was generally better perceived by students than the traditional style. The findings are expected to encourage course coordinators and developers to adopt concepts used in the delivery of hybrid solutions which is important due to the current emphasis on the use of online models of instruction. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1374222 |
| Database: | ERIC |
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| Abstract: | This experimental-mixed methods investigates the impact of shifting from a traditional laboratory model to a hybrid laboratory model. The hybrid model consisted of (1) online instructions and pre-laboratory test, (2) compressed face-to-face laboratory time, and (3) post-laboratory data analysis. This study analyses whether student perceptions of a targeted intervention were correlated to a range of student performance indicators. Only a fractional improvement in student performance was observed, but evidence suggests that the use of online content led to more frequent student interaction with the learning material. The pre-laboratory tests encouraged a better preparation for the laboratory. Splitting the laboratory intervention into different phases was generally better perceived by students than the traditional style. The findings are expected to encourage course coordinators and developers to adopt concepts used in the delivery of hybrid solutions which is important due to the current emphasis on the use of online models of instruction. |
|---|---|
| ISSN: | 2375-2696 |
| DOI: | 10.1080/23752696.2022.2068155 |
