Abstract
Laboratory work is a fundamental component of the engineering curriculum. Studies of engineering laboratories reveal that existing physical laboratories could be enhanced and that remote laboratories are envisioned to be an important alternative in an era of high enrolment numbers in engineering degrees alongside institutional cost constraints. Students performing laboratory experiments essentially interact with the equipment, fellow students and instructors. Understanding the nature of these interactions will result in the robust design of remote laboratories which can more flexibly serve larger cohorts of students irrespective of their location and abilities. To enable the transition from physical to remote laboratory modes, the present study will answer the following questions:
1. What are the types and nature of interactions in both physical and remote laboratories?
2. What is the relative importance of the interactions in physical laboratories that should be incorporated in the remotely operated laboratories?
3. How do these interactions contribute to students’ attainment of the practical skills necessary to be a professional engineer?
The answers can be obtained by first identifying the interaction types in a physical laboratory through direct observation, surveying students and analysing audio/video recordings and then assessing their contribution to the learning processes involved in experimental work. A similar study will be conducted for remotely operated laboratories. Students’ achievements from both laboratories will be compared in order to shortlist the most significant interactions that must be incorporated in the newly proposed design of remote laboratory for the future.
1. What are the types and nature of interactions in both physical and remote laboratories?
2. What is the relative importance of the interactions in physical laboratories that should be incorporated in the remotely operated laboratories?
3. How do these interactions contribute to students’ attainment of the practical skills necessary to be a professional engineer?
The answers can be obtained by first identifying the interaction types in a physical laboratory through direct observation, surveying students and analysing audio/video recordings and then assessing their contribution to the learning processes involved in experimental work. A similar study will be conducted for remotely operated laboratories. Students’ achievements from both laboratories will be compared in order to shortlist the most significant interactions that must be incorporated in the newly proposed design of remote laboratory for the future.
| Original language | English |
|---|---|
| Pages | 43-43 |
| Number of pages | 1 |
| Publication status | Published - Feb 2017 |
| Event | Teaching & Learning Forum 2017 - Curtin University, Perth, Australia Duration: 02 Feb 2017 → 03 Feb 2017 https://www.wand.edu.au/teaching-and-learning-forum-2017 (Conference website) http://clt.curtin.edu.au/events/conferences/tlf/tlf2017/contents-all.html (Conference proceedings) |
Conference
| Conference | Teaching & Learning Forum 2017 |
|---|---|
| Abbreviated title | Innovation: Multiple dimensions in teaching and learning |
| Country/Territory | Australia |
| City | Perth |
| Period | 02/02/17 → 03/02/17 |
| Other | The Teaching and Learning Forum (TLF) is an annual conference, held in Perth, Western Australia. The inaugural Teaching and Learning Forum was held in 1992 and included the five Western Australian universities. Each year since then, the Forum has continued the tradition of bringing together educators from across the higher education sector to share, challenge and develop their ideas about teaching and learning. This event provides an inclusive space for people to explore and disseminate their Scholarship of Teaching and Learning (SoTL). The TLF committee warmly welcomes everyone involved in higher education, from early career academics who may have recently started teaching to experienced researchers. The theme for 2017 is Innovation: Multiple Dimensions in Teaching and Learning. This Forum aims to include presentations that highlight and explore innovations relevant to higher education. Some topics may include, but are not limited to: curriculum of the future; emerging learning technologies; global collaborations; STEM in higher education; graduate capabilities or students as partners. Where appropriate, presenters are encouraged to be as interactive and collaborative in their presentations as possible. Last year’s Forum website - https://www.wand.edu.au/teaching-and-learning-forum-2016. Previous Forums - http://clt.curtin.edu.au/events/conferences/tlf/tlf-pubs.cfm. |
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