Impact of a remote lab on teaching practices and student learning Article Swipe
Clara Viegas
,
Ana Pavani
,
Natércia Lima
,
Arcelina Marques
,
Isabel Pozzo
,
Elsa Dobboletta
,
Vanessa Atencia
,
Daniel Martins de Almeida Barreto
,
Felipe Calliari
,
André Fidalgo
,
Delberis A. Lima
,
Guilherme P. Temporão
,
Gustavo R. Alves
·
YOU?
·
· 2018
· Open Access
·
· DOI: https://doi.org/10.1016/j.compedu.2018.07.012
YOU?
·
· 2018
· Open Access
·
· DOI: https://doi.org/10.1016/j.compedu.2018.07.012
Remote Laboratories have become part of current teaching and learning, particularly in engineering. Their potential to aid students beyond their hands-on lab classes has been a matter of discussion in literature. Teachers and researchers are aware that the thorough analysis of both strengths and shortcomings of remote labs in didactical implementations may not only lead to the improvement of these resources but also of the pedagogical implications in engineering classes. The present study was carried out in a Higher Education Institution in Brazil in two different courses during three consecutive semesters where a remote lab (VISIR) addressing electric and electronic topics was implemented, yielding 471 students' academic results and opinions. These students' results (while using VISIR) cross-analysed with the course characteristics, reveal some factors teachers may tackle to foster student learning and motivation. The conclusions point to the need for VISIR interface modernization and showed it is more useful in basic courses than in more advanced ones, when dealing with classic lab experiments. Results also show that teachers' involvement plus their ability to brief students on VISIR's usefulness have a significant influence not only on students' performance but also on their perception of learning and satisfaction with the tool. In the analysed cases, the students with more learning needs seemed to be the ones who could benefit more from VISIR.
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Metadata
- Type
- article
- Language
- en
- Landing Page
- https://doi.org/10.1016/j.compedu.2018.07.012
- https://www.sciencedirect.com/science/article/pii/S0360131518301878
- OA Status
- hybrid
- Cited By
- 120
- References
- 28
- Related Works
- 10
- OpenAlex ID
- https://openalex.org/W2820673085
All OpenAlex metadata
Raw OpenAlex JSON
- OpenAlex ID
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https://openalex.org/W2820673085Canonical identifier for this work in OpenAlex
- DOI
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https://doi.org/10.1016/j.compedu.2018.07.012Digital Object Identifier
- Title
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Impact of a remote lab on teaching practices and student learningWork title
- Type
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articleOpenAlex work type
- Language
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enPrimary language
- Publication year
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2018Year of publication
- Publication date
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2018-07-10Full publication date if available
- Authors
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Clara Viegas, Ana Pavani, Natércia Lima, Arcelina Marques, Isabel Pozzo, Elsa Dobboletta, Vanessa Atencia, Daniel Martins de Almeida Barreto, Felipe Calliari, André Fidalgo, Delberis A. Lima, Guilherme P. Temporão, Gustavo R. AlvesList of authors in order
- Landing page
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https://doi.org/10.1016/j.compedu.2018.07.012Publisher landing page
- PDF URL
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https://www.sciencedirect.com/science/article/pii/S0360131518301878Direct link to full text PDF
- Open access
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YesWhether a free full text is available
- OA status
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hybridOpen access status per OpenAlex
- OA URL
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https://www.sciencedirect.com/science/article/pii/S0360131518301878Direct OA link when available
- Concepts
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Implementation, Mathematics education, Remote laboratory, Interface (matter), Computer science, Psychology, Pedagogy, The Internet, World Wide Web, Software engineering, Maximum bubble pressure method, Bubble, Parallel computingTop concepts (fields/topics) attached by OpenAlex
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120Total citation count in OpenAlex
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2025: 6, 2024: 20, 2023: 14, 2022: 22, 2021: 25Per-year citation counts (last 5 years)
- References (count)
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28Number of works referenced by this work
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10Other works algorithmically related by OpenAlex
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