Transition of an Interactive, Hands-on Learning Tool to a Virtual Format in the Covid-19 Era Article Swipe
O.W. REYNOLDS
,
Kitana Kaiphanliam
,
Olufunso Oje
,
Aminul Islam Khan
,
Jacqueline Gartner
,
Prashanta Dutta
,
Olusola Adesope
,
Bernard Van Wie
,
David B. Thiessen
,
Kristin Bryant
·
YOU?
·
· 2024
· Open Access
·
· DOI: https://doi.org/10.18260/1-2--37935
YOU?
·
· 2024
· Open Access
·
· DOI: https://doi.org/10.18260/1-2--37935
The 2020 coronavirus pandemic necessitated the transition of courses across the United States from in-person to a virtual format. Effective delivery of traditional, lecture-based courses in an online setting can be difficult and determining how to best implement hands-on pedagogies in a virtual format is even more challenging. Interactive pedagogies such as hands-on learning tools, however, have proven to significantly enhance student conceptual understanding and motivation; therefore, it is worthwhile to adapt these activities for virtual instruction. Our team previously developed a number of hands-on learning tools called Low-Cost Desktop Learning Modules (LCDLMs) that demonstrate fluid mechanics and heat transfer concepts—traditionally utilized by student groups in a classroom setting, where they perform qualitative and quantitative experiments and interactively discuss conceptual items. In this paper we examined the transition of the LCDLM hands-on pedagogy to an entirely virtual format, focusing on a subset of results with greater detail to be shown at the ASEE conference as we analyze additional data. To aid the virtual implementations, we created a number of engaging videos under two major categories: (1) demonstrations of each LCDLM showing live data collection activities and (2) short, animated, narrated videos focused on specific concepts related to learning objectives. In this paper we present preliminary results from pre- and post- implementation conceptual assessments for the hydraulic loss module and motivational surveys completed for virtual implementations of LCDLMs, and compare them with a subset of results collected during hands-on implementations in previous years. Significant differences in conceptual understanding or motivation between hands-on and virtual implementations are discussed. This paper provides useful, data-driven guidance for those seeking to switch hands-on pedagogies to a virtual format.
Related Topics
Concepts
Coronavirus disease 2019 (COVID-19)
Transition (genetics)
Computer science
Multimedia
Severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2)
2019-20 coronavirus outbreak
Human–computer interaction
Chemistry
Medicine
Biochemistry
Outbreak
Pathology
Disease
Infectious disease (medical specialty)
Gene
Virology
Metadata
- Type
- article
- Language
- en
- Landing Page
- https://doi.org/10.18260/1-2--37935
- https://peer.asee.org/37935.pdf
- OA Status
- bronze
- Cited By
- 4
- References
- 7
- Related Works
- 10
- OpenAlex ID
- https://openalex.org/W3193024567
All OpenAlex metadata
Raw OpenAlex JSON
- OpenAlex ID
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https://openalex.org/W3193024567Canonical identifier for this work in OpenAlex
- DOI
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https://doi.org/10.18260/1-2--37935Digital Object Identifier
- Title
-
Transition of an Interactive, Hands-on Learning Tool to a Virtual Format in the Covid-19 EraWork title
- Type
-
articleOpenAlex work type
- Language
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enPrimary language
- Publication year
-
2024Year of publication
- Publication date
-
2024-02-20Full publication date if available
- Authors
-
O.W. REYNOLDS, Kitana Kaiphanliam, Olufunso Oje, Aminul Islam Khan, Jacqueline Gartner, Prashanta Dutta, Olusola Adesope, Bernard Van Wie, David B. Thiessen, Kristin BryantList of authors in order
- Landing page
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https://doi.org/10.18260/1-2--37935Publisher landing page
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https://peer.asee.org/37935.pdfDirect link to full text PDF
- Open access
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YesWhether a free full text is available
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bronzeOpen access status per OpenAlex
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https://peer.asee.org/37935.pdfDirect OA link when available
- Concepts
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Coronavirus disease 2019 (COVID-19), Transition (genetics), Computer science, Multimedia, Severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2), 2019-20 coronavirus outbreak, Human–computer interaction, Chemistry, Medicine, Biochemistry, Outbreak, Pathology, Disease, Infectious disease (medical specialty), Gene, VirologyTop concepts (fields/topics) attached by OpenAlex
- Cited by
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4Total citation count in OpenAlex
- Citations by year (recent)
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2025: 1, 2024: 3Per-year citation counts (last 5 years)
- References (count)
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7Number of works referenced by this work
- Related works (count)
-
10Other works algorithmically related by OpenAlex
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| abstract_inverted_index.To | 160 |
| abstract_inverted_index.an | 27, 135 |
| abstract_inverted_index.as | 52, 155 |
| abstract_inverted_index.at | 151 |
| abstract_inverted_index.be | 31, 149 |
| abstract_inverted_index.by | 103 |
| abstract_inverted_index.in | 26, 41, 106, 240, 245 |
| abstract_inverted_index.is | 45, 69 |
| abstract_inverted_index.it | 68 |
| abstract_inverted_index.of | 8, 22, 84, 129, 143, 169, 178, 226, 234 |
| abstract_inverted_index.on | 140, 193 |
| abstract_inverted_index.or | 248 |
| abstract_inverted_index.to | 16, 36, 59, 71, 134, 148, 197, 266, 270 |
| abstract_inverted_index.we | 125, 156, 165, 203 |
| abstract_inverted_index.(1) | 176 |
| abstract_inverted_index.(2) | 187 |
| abstract_inverted_index.Our | 78 |
| abstract_inverted_index.The | 1 |
| abstract_inverted_index.aid | 161 |
| abstract_inverted_index.and | 33, 65, 98, 114, 117, 186, 209, 219, 228, 252 |
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| abstract_inverted_index.can | 30 |
| abstract_inverted_index.for | 75, 214, 223, 263 |
| abstract_inverted_index.how | 35 |
| abstract_inverted_index.the | 6, 11, 127, 130, 152, 162, 215 |
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| abstract_inverted_index.each | 179 |
| abstract_inverted_index.even | 46 |
| abstract_inverted_index.from | 14, 207 |
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| abstract_inverted_index.loss | 217 |
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| abstract_inverted_index.them | 230 |
| abstract_inverted_index.they | 111 |
| abstract_inverted_index.this | 123, 201 |
| abstract_inverted_index.with | 145, 231 |
| abstract_inverted_index.LCDLM | 131, 180 |
| abstract_inverted_index.adapt | 72 |
| abstract_inverted_index.data. | 159 |
| abstract_inverted_index.fluid | 96 |
| abstract_inverted_index.major | 174 |
| abstract_inverted_index.paper | 124, 202, 258 |
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| abstract_inverted_index.those | 264 |
| abstract_inverted_index.tools | 87 |
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| abstract_inverted_index.United | 12 |
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| abstract_inverted_index.items. | 121 |
| abstract_inverted_index.module | 218 |
| abstract_inverted_index.number | 83, 168 |
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| abstract_inverted_index.proven | 58 |
| abstract_inverted_index.short, | 188 |
| abstract_inverted_index.subset | 142, 233 |
| abstract_inverted_index.switch | 267 |
| abstract_inverted_index.tools, | 55 |
| abstract_inverted_index.videos | 171, 191 |
| abstract_inverted_index.years. | 242 |
| abstract_inverted_index.Desktop | 90 |
| abstract_inverted_index.LCDLMs, | 227 |
| abstract_inverted_index.Modules | 92 |
| abstract_inverted_index.analyze | 157 |
| abstract_inverted_index.between | 250 |
| abstract_inverted_index.compare | 229 |
| abstract_inverted_index.courses | 9, 25 |
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| abstract_inverted_index.focused | 192 |
| abstract_inverted_index.format, | 138 |
| abstract_inverted_index.format. | 19, 273 |
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| abstract_inverted_index.present | 204 |
| abstract_inverted_index.related | 196 |
| abstract_inverted_index.results | 144, 206, 235 |
| abstract_inverted_index.seeking | 265 |
| abstract_inverted_index.setting | 29 |
| abstract_inverted_index.showing | 181 |
| abstract_inverted_index.student | 62, 104 |
| abstract_inverted_index.surveys | 221 |
| abstract_inverted_index.useful, | 260 |
| abstract_inverted_index.virtual | 18, 43, 76, 137, 163, 224, 253, 272 |
| abstract_inverted_index.(LCDLMs) | 93 |
| abstract_inverted_index.Abstract | 0 |
| abstract_inverted_index.Learning | 91 |
| abstract_inverted_index.Low-Cost | 89 |
| abstract_inverted_index.concepts | 195 |
| abstract_inverted_index.delivery | 21 |
| abstract_inverted_index.engaging | 170 |
| abstract_inverted_index.entirely | 136 |
| abstract_inverted_index.examined | 126 |
| abstract_inverted_index.focusing | 139 |
| abstract_inverted_index.guidance | 262 |
| abstract_inverted_index.hands-on | 39, 53, 85, 132, 238, 251, 268 |
| abstract_inverted_index.however, | 56 |
| abstract_inverted_index.learning | 54, 86, 198 |
| abstract_inverted_index.narrated | 190 |
| abstract_inverted_index.pandemic | 4 |
| abstract_inverted_index.pedagogy | 133 |
| abstract_inverted_index.previous | 241 |
| abstract_inverted_index.provides | 259 |
| abstract_inverted_index.setting, | 109 |
| abstract_inverted_index.specific | 194 |
| abstract_inverted_index.transfer | 100 |
| abstract_inverted_index.utilized | 102 |
| abstract_inverted_index.Effective | 20 |
| abstract_inverted_index.animated, | 189 |
| abstract_inverted_index.classroom | 108 |
| abstract_inverted_index.collected | 236 |
| abstract_inverted_index.completed | 222 |
| abstract_inverted_index.developed | 81 |
| abstract_inverted_index.difficult | 32 |
| abstract_inverted_index.hydraulic | 216 |
| abstract_inverted_index.implement | 38 |
| abstract_inverted_index.in-person | 15 |
| abstract_inverted_index.mechanics | 97 |
| abstract_inverted_index.activities | 74, 185 |
| abstract_inverted_index.additional | 158 |
| abstract_inverted_index.collection | 184 |
| abstract_inverted_index.conceptual | 63, 120, 212, 246 |
| abstract_inverted_index.conference | 154 |
| abstract_inverted_index.discussed. | 256 |
| abstract_inverted_index.motivation | 249 |
| abstract_inverted_index.pedagogies | 40, 50, 269 |
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| abstract_inverted_index.therefore, | 67 |
| abstract_inverted_index.transition | 7, 128 |
| abstract_inverted_index.worthwhile | 70 |
| abstract_inverted_index.Interactive | 49 |
| abstract_inverted_index.Significant | 243 |
| abstract_inverted_index.assessments | 213 |
| abstract_inverted_index.categories: | 175 |
| abstract_inverted_index.coronavirus | 3 |
| abstract_inverted_index.data-driven | 261 |
| abstract_inverted_index.demonstrate | 95 |
| abstract_inverted_index.determining | 34 |
| abstract_inverted_index.differences | 244 |
| abstract_inverted_index.experiments | 116 |
| abstract_inverted_index.motivation; | 66 |
| abstract_inverted_index.objectives. | 199 |
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| abstract_inverted_index.qualitative | 113 |
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| abstract_inverted_index.instruction. | 77 |
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| abstract_inverted_index.interactively | 118 |
| abstract_inverted_index.lecture-based | 24 |
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| abstract_inverted_index.demonstrations | 177 |
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| abstract_inverted_index.implementations | 225, 239, 254 |
| abstract_inverted_index.implementations, | 164 |
| abstract_inverted_index.concepts—traditionally | 101 |
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| cited_by_percentile_year.min | 91 |
| countries_distinct_count | 3 |
| institutions_distinct_count | 10 |
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| citation_normalized_percentile.is_in_top_10_percent | True |