Improving understanding and motivation in learning transient state by using a remote lab

• Autores: Darinka Ramírez-Hernández, Alejandro Montesinos-Castellanos
• Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 33, no. Extra 2 (Parte B), 2017 (Ejemplar dedicado a: Engineering Behind Technology-Based Educational Innovations), págs. 847-854
• Idioma: inglés
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• Resumen

  • The purpose of this study is to show how a remote lab (RL) is used to supplement theoretical courses for first- and second-year engineering students. This is an exploratory study. The study centers on their learning and motivation in using an RLto learn about the transient state. The main concern of the study is that students at this stage are not yet familiar with theequipment. The specific objectives of this study are as follows: (1) to demonstrate that using a remote lab as an aid in classduring lectures about the transient state improves students’ understanding and application of the concept; (2) to establishthat it also motivates students while they learn. This study uses a mixed-methods approach. The quantitative part of thestudy employed statistical analysis (ANOVA) using a pre-test and a post-test to evaluate the learning of the following threegroups: (1) with a traditional method (control group); (2) with a remote lab; (3) with a group using only a traditional lab. Inthe qualitative part of the study, data were collected to determine the students’ motivations. The instruments used includeda survey, observation (photographs), and classroom note-taking and recording. With this information, an analysis ofcategories was conducted to gather and triangulate the data. The results showed that the students were more motivated tolearn and performed better when they used the RL. Supplemented by RL experiments during class time and as homework,effectively designed activities could improve the understanding and application of some engineering concepts.