A Review to Weigh the Pros and Cons of Online, Remote, and Distance Science Laboratory Experiences

Autor/inn/en	Faulconer, Emily K.; Gruss, Amy B.
Titel	A Review to Weigh the Pros and Cons of Online, Remote, and Distance Science Laboratory Experiences
Quelle	In: International Review of Research in Open and Distributed Learning, 19 (2018) 2, S.155-168 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Distance Education; Science Laboratories; Science Experiments; Laboratory Experiments; Computer Simulation; Literature Reviews; Vocabulary; Comparative Analysis; Outcomes of Education; Predictor Variables; Skill Development; Access to Education; Teacher Student Relationship; Laboratory Safety; Curriculum Design; Intermode Differences; Online Courses; Electronic Learning; Conventional Instruction + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Laboratory work; Laborarbeit; Computergrafik; Computersimulation; Wortschatz; Lernleistung; Schulerfolg; Prädiktor; Kompetenzentwicklung; Qualifikationsentwicklung; Education; Access; Bildung; Zugang; Bildungszugang; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrplangestaltung; Online course; Online-Kurs
Abstract	The effectiveness of traditional face-to-face labs versus non-traditional online, remote, or distance labs is difficult to assess due to the lack of continuity in the literature between terminology, standard evaluation metrics, and the use of a wide variety non-traditional laboratory experience for online courses. This narrative review presents a representative view of the existing literature in order to identify the strengths and weaknesses of non-traditional laboratories and to highlight the areas of opportunity for research. Non-traditional labs are increasingly utilized in higher education. The research indicates that these non-traditional approaches to a science laboratory experience are as effective at achieving the learning outcomes as traditional labs. While this is an important parameter, this review outlines further important considerations such as operating and maintenance cost, growth potential, and safety. This comparison identifies several weaknesses in the existing literature. While it is clear that traditional labs aid in the development of practical and procedural skills, there is a lack of research exploring if non-traditional laboratory experiments hinder student success in subsequent traditional labs. Additionally, remote lab kits blur the lines between modality by bringing experiences that are more tactile to students outside of the traditional laboratory environment. Though novel work on non-traditional labs continues to be published, investigations are still needed regarding cost differences, acquisition of procedural skills, preparation for advanced work, and instructor contact time between traditional and non-traditional laboratories. (As Provided).
Anmerkungen	Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01