Evaluation of Student Learning in Remotely Controlled Instrumental Analyses

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...

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Autores principales:	Chris Meintzer, Frances Sutherland, Dietmar Kennepohl
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2017
Materias:	distance learning Internet undergraduate laboratory instruction atomic spectroscopy remote laboratory Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/0762d3adbee64a94bbea1986dcf1362a
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spelling	oai:doaj.org-article:0762d3adbee64a94bbea1986dcf1362a2021-12-02T19:20:53ZEvaluation of Student Learning in Remotely Controlled Instrumental Analyses10.19173/irrodl.v18i6.30931492-3831https://doaj.org/article/0762d3adbee64a94bbea1986dcf1362a2017-09-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/3093https://doaj.org/toc/1492-3831The 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. Chris MeintzerFrances SutherlandDietmar KennepohlAthabasca University Pressarticledistance learningInternetundergraduate laboratory instructionatomic spectroscopyremote laboratorySpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 18, Iss 6 (2017)
institution	DOAJ
collection	DOAJ
language	EN
topic	distance learning Internet undergraduate laboratory instruction atomic spectroscopy remote laboratory Special aspects of education LC8-6691
spellingShingle	distance learning Internet undergraduate laboratory instruction atomic spectroscopy remote laboratory Special aspects of education LC8-6691 Chris Meintzer Frances Sutherland Dietmar Kennepohl Evaluation of Student Learning in Remotely Controlled Instrumental Analyses
description	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.
format	article
author	Chris Meintzer Frances Sutherland Dietmar Kennepohl
author_facet	Chris Meintzer Frances Sutherland Dietmar Kennepohl
author_sort	Chris Meintzer
title	Evaluation of Student Learning in Remotely Controlled Instrumental Analyses
title_short	Evaluation of Student Learning in Remotely Controlled Instrumental Analyses
title_full	Evaluation of Student Learning in Remotely Controlled Instrumental Analyses
title_fullStr	Evaluation of Student Learning in Remotely Controlled Instrumental Analyses
title_full_unstemmed	Evaluation of Student Learning in Remotely Controlled Instrumental Analyses
title_sort	evaluation of student learning in remotely controlled instrumental analyses
publisher	Athabasca University Press
publishDate	2017
url	https://doaj.org/article/0762d3adbee64a94bbea1986dcf1362a
work_keys_str_mv	AT chrismeintzer evaluationofstudentlearninginremotelycontrolledinstrumentalanalyses AT francessutherland evaluationofstudentlearninginremotelycontrolledinstrumentalanalyses AT dietmarkennepohl evaluationofstudentlearninginremotelycontrolledinstrumentalanalyses
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Evaluation of Student Learning in Remotely Controlled Instrumental Analyses

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