Qualitatively different ways students experience remote access laboratories

• Autores: Peter Gibbings
• Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 30, no. 5, 2014, págs. 1120-1129
• Idioma: inglés
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• Resumen

  • This paper reports variations in students’ experience of using remote access laboratories (RAL). Outcomes describe what studentsare actually attending to when engaged in RAL activities. The research was informed by the well-accepted and documentedqualitative research method of phenomenography. Four qualitatively different conceptions are described, each revealingcharacteristics of increasingly complex student experiences. These conceptions reveal increasing awareness of certain aspects ofRAL, the most notable of which is how the realness of the activity affects student engagement from simple experimentation to anappreciation that linking theory with practice provides a rich learning experience and can prepare them for professional work. Theresearch outcomes inform pedagogy by providing a platform for improving RAL development and facilitation practices andthereby improving student learning outcomes.