Process and learning outcomes from remotely-operated, simulated, and hands-on student laboratories

  • Authors:

  • James E. Corter;Sven K. Esche;Constantin Chassapis;Jing Ma;Jeffrey V. Nickerson

  • Affiliations:

  • Teachers College, Columbia University, Grace Dodge Hall, rm. 453, 525W. 120th St., New York, NY 10027, United States;Stevens Institute of Technology, United States;Stevens Institute of Technology, United States;Southwestern University of Finance and Economics, Chengdu China;Stevens Institute of Technology, United States

  • Venue:
  • Computers & Education
  • Year:
  • 2011

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Abstract

A large-scale, multi-year, randomized study compared learning activities and outcomes for hands-on, remotely-operated, and simulation-based educational laboratories in an undergraduate engineering course. Students (N = 458) worked in small-group lab teams to perform two experiments involving stress on a cantilever beam. Each team conducted the experiments in one of three lab formats (hands-on, remotely-operated, or simulation-based), collecting data either individually or as a team. Lab format and data-collection mode showed an interaction, such that for the hands-on lab format learning outcomes were higher when the lab team collected data sets working as a group rather than individually collecting data sets to be combined later, while for remotely-operated labs individual data collection was best. The pattern of time spent on various lab-related activities suggests that working with real instead of simulated data may induce higher levels of motivation. The results also suggest that learning with computer-mediated technologies can be improved by careful design and coordination of group and individual activities.