Augmented Reflective Learning and Knowledge Retention Perceived among Students in Classrooms Involving Virtual Laboratories

Autor/inn/en	Achuthan, Krishnashree; Francis, Saneesh P.; Diwakar, Shyam
Titel	Augmented Reflective Learning and Knowledge Retention Perceived among Students in Classrooms Involving Virtual Laboratories
Quelle	In: Education and Information Technologies, 22 (2017) 6, S.2825-2855 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Diwakar, Shyam)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-017-9626-x
Schlagwörter	Computer Simulation; Retention (Psychology); Transfer of Training; Metacognition; Multiple Choice Tests; Teaching Methods; Blended Learning; Learning Theories; Reflection; Feedback (Response); Correlation; Learning Processes; Science Education; Laboratory Experiments; Engineering Education; College Students; Student Attitudes; Comparative Analysis; Control Groups; Experimental Groups; Case Studies + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Merkfähigkeit; Training; Transfer; Ausbildung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Teaching method; Lehrmethode; Unterrichtsmethode; Learning theory; Lerntheorie; Korrelation; Learning process; Lernprozess; Naturwissenschaftliche Bildung; Laboratory work; Laborarbeit; Ingenieurausbildung; Collegestudent; Schülerverhalten; Case study; Fallstudie; Case Study
Abstract	Learning theories converge on the principles of reflective learning processes and perceive them as fundamental to effective learning. Traditional laboratory education in science and engineering often happens in highly resource-constrained environments that compromise some of the learning objectives. This paper focuses on characterizing three learning attributes associated with reflective learning i.e. metacognition (M), analogical reasoning (A) and transfer of knowledge (T) and assessed college laboratory education blended with ICT-enabled virtual laboratories. Key contributions of this study include: 1) Development of assessment of MAT attributes using a combination of multiple choice questions, True/False statements and descriptive questions 2) assessment of conceptual learning occurring in the laboratory environment and of learning attributes using Virtual Laboratories (VLs) in classroom education. Feedback data indicated using virtual laboratories in classrooms for training students before using physical laboratories demonstrated a significant improvement (>100% change) in learning in comparison to physical laboratories without VLs. We also show using VLs as pre-lab or post-lab exercise augmented reflective learning and information retention among 145 students in this blended learning case study, compared to an independent control group of 45 students who had no virtual laboratory training. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01