TY - JOUR
T1 - Evaluation of student learning in remotely controlled instrumental analyses
AU - Meintzer, Chris
AU - Sutherland, Frances
AU - Kennepohl, Dietmar K.
PY - 2017
Y1 - 2017
N2 - 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.
AB - 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.
KW - Atomic spectroscopy
KW - Distance learning
KW - Internet
KW - Remote laboratory
KW - Undergraduate laboratory instruction
UR - http://www.scopus.com/inward/record.url?scp=85029852869&partnerID=8YFLogxK
U2 - 10.19173/irrodl.v18i6.3093
DO - 10.19173/irrodl.v18i6.3093
M3 - Journal Article
AN - SCOPUS:85029852869
SN - 1492-3831
VL - 18
SP - 288
EP - 305
JO - International Review of Research in Open and Distance Learning
JF - International Review of Research in Open and Distance Learning
IS - 6
ER -