Evaluation of Student Learning in Remotely Controlled Instrumental Analyses
The Canadian Remote Sciences Laboratories (CRSL) website (www.remotelab.ca) was successfully employed in a study of the differences in the performance and perceptions of students’ about their learning in the laboratory (in-person) versus learning at a remote location (remote access). The experiment...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Athabasca University Press
2017-09-01
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| Series: | International Review of Research in Open and Distributed Learning |
| Subjects: | |
| Online Access: | http://www.irrodl.org/index.php/irrodl/article/view/3093 |
| _version_ | 1818906524001501184 |
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| author | Chris Meintzer Frances Sutherland Dietmar Kennepohl |
| author_facet | Chris Meintzer Frances Sutherland Dietmar Kennepohl |
| author_sort | Chris Meintzer |
| collection | DOAJ |
| description | The Canadian Remote Sciences Laboratories (CRSL) website (www.remotelab.ca) was successfully employed in a study of the differences in the performance and perceptions of students’ about their learning in the laboratory (in-person) versus learning at a remote location (remote access). The experiment was completed both in-person and via remote access by 70 students, who performed essentially the same, academically, in the two modes. One set of students encountered the in-person laboratory first and then did the remote laboratory, while the other set of students did the activities in the reverse order. The student perception survey results (n = 46) indicated that the students found both experimental scenarios to be at appropriate levels of difficulty, clear to understand, and did not overall prefer one way of completing the experiment over the other. However, they felt that they learned more about the theory of the experiment, more hands-on skills, and more about the operation of the instrument when they performed the experiment in the laboratory in the presence of an instructor. They also believed that they learned more about the instrument operation from their laboratory partner when they completed the experiment in the laboratory, but learned more from their partner about the operation of the instrument software when they completed the procedure from a remote location. |
| first_indexed | 2024-12-19T21:40:35Z |
| format | Article |
| id | doaj.art-0762d3adbee64a94bbea1986dcf1362a |
| institution | Directory Open Access Journal |
| issn | 1492-3831 |
| language | English |
| last_indexed | 2024-12-19T21:40:35Z |
| publishDate | 2017-09-01 |
| publisher | Athabasca University Press |
| record_format | Article |
| series | International Review of Research in Open and Distributed Learning |
| spelling | doaj.art-0762d3adbee64a94bbea1986dcf1362a2022-12-21T20:04:40ZengAthabasca University PressInternational Review of Research in Open and Distributed Learning1492-38312017-09-0118610.19173/irrodl.v18i6.3093Evaluation of Student Learning in Remotely Controlled Instrumental AnalysesChris Meintzer0Frances Sutherland1Dietmar Kennepohl2Northern Alberta Institute of Technology 11762 106th St. Edmonton, Alberta, Canada, T5G 2R1Northern Alberta Institute of Technology 11762 106th St. Edmonton, Alberta, Canada, T5G 2R1Athabasca University 1 University Drive Athabasca, Alberta, Canada, T9S 3A3The Canadian Remote Sciences Laboratories (CRSL) website (www.remotelab.ca) was successfully employed in a study of the differences in the performance and perceptions of students’ about their learning in the laboratory (in-person) versus learning at a remote location (remote access). The experiment was completed both in-person and via remote access by 70 students, who performed essentially the same, academically, in the two modes. One set of students encountered the in-person laboratory first and then did the remote laboratory, while the other set of students did the activities in the reverse order. The student perception survey results (n = 46) indicated that the students found both experimental scenarios to be at appropriate levels of difficulty, clear to understand, and did not overall prefer one way of completing the experiment over the other. However, they felt that they learned more about the theory of the experiment, more hands-on skills, and more about the operation of the instrument when they performed the experiment in the laboratory in the presence of an instructor. They also believed that they learned more about the instrument operation from their laboratory partner when they completed the experiment in the laboratory, but learned more from their partner about the operation of the instrument software when they completed the procedure from a remote location.http://www.irrodl.org/index.php/irrodl/article/view/3093distance learningInternetundergraduate laboratory instructionatomic spectroscopyremote laboratory |
| spellingShingle | Chris Meintzer Frances Sutherland Dietmar Kennepohl Evaluation of Student Learning in Remotely Controlled Instrumental Analyses International Review of Research in Open and Distributed Learning distance learning Internet undergraduate laboratory instruction atomic spectroscopy remote laboratory |
| title | Evaluation of Student Learning in Remotely Controlled Instrumental Analyses |
| title_full | Evaluation of Student Learning in Remotely Controlled Instrumental Analyses |
| title_fullStr | Evaluation of Student Learning in Remotely Controlled Instrumental Analyses |
| title_full_unstemmed | Evaluation of Student Learning in Remotely Controlled Instrumental Analyses |
| title_short | Evaluation of Student Learning in Remotely Controlled Instrumental Analyses |
| title_sort | evaluation of student learning in remotely controlled instrumental analyses |
| topic | distance learning Internet undergraduate laboratory instruction atomic spectroscopy remote laboratory |
| url | http://www.irrodl.org/index.php/irrodl/article/view/3093 |
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