Remote, Simulation or Traditional Engineering Teaching Laboratory: A Systematic Literature Review of Assessment Implementations to Measure Student Achievement or Learning

Autor/inn/en	Nikolic, Sasha; Ros, Montserrat; Jovanovic, Kosta; Stanisavljevic, Zarko
Titel	Remote, Simulation or Traditional Engineering Teaching Laboratory: A Systematic Literature Review of Assessment Implementations to Measure Student Achievement or Learning
Quelle	In: European Journal of Engineering Education, 46 (2021) 6, S.1141-1162 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nikolic, Sasha) ORCID (Ros, Montserrat) ORCID (Jovanovic, Kosta) ORCID (Stanisavljevic, Zarko)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2021.1990864
Schlagwörter	Engineering Education; Distance Education; Teaching Methods; Student Attitudes; Learning Processes; Psychomotor Skills; Affective Behavior; Learning Experience; Computer Simulation; Laboratory Experiments; Comparative Analysis; Cognitive Processes; Student Surveys; Evaluation Methods; Educational Objectives; Innovation; Taxonomy; Educational Benefits; Research Reports + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Distance study; Distance learning; Fernunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Learning process; Lernprozess; Psychomotorische Aktivität; Affective disturbance; Active behaviour; Affektive Störung; Lernerfahrung; Computergrafik; Computersimulation; Laboratory work; Laborarbeit; Cognitive process; Kognitiver Prozess; Schülerbefragung; Educational objective; Bildungsziel; Erziehungsziel; Taxonomie; Bildungsertrag; Research report; Forschungsbericht
Abstract	The laboratory is an integral component of engineering education, resulting in a multitude of studies. Generally, the research focus is on the laboratory innovation, rather than learning itself. It is observed that empirical evidence is strongly built around student perceptions of their learning or experience via survey instruments; and in some cases, complimented with limited quantitative measures including assessments. With the laboratory being a multifaceted, multi-domain learning environment also covering the psychomotor and affective domains, such observations suggest that the empirical data being collected is providing an incomplete analysis. Therefore, this paper undertakes a systematic literature review exploring remote, simulation and traditional laboratory studies that explicitly include assessment analysis. Explored are the types of assessments used and assessment innovations. The study 1) confirms that assessments concentrate on the cognitive domain, underselling the learning being achieved; 2) Student survey instruments play an important role in measuring laboratory success; 3) Background information of the learning objectives are not clearly stated and/or not clearly linked to the associated assessment; 4) There are several research opportunities available to improve understanding of laboratory assessments. A roadmap and recommendations to overcome these weaknesses is outlined, providing a platform for future researchers to incorporate in their studies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01