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Erschienen in: Education and Information Technologies 6/2017

03.08.2017

Augmented reflective learning and knowledge retention perceived among students in classrooms involving virtual laboratories

verfasst von: Krishnashree Achuthan, Saneesh P. Francis, Shyam Diwakar

Erschienen in: Education and Information Technologies | Ausgabe 6/2017

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Abstract

Learning theories converge on the principles of reflective learning processes and perceive them as fundamental to effective learning. Traditional laboratory education in science and engineering often happens in highly resource-constrained environments that compromise some of the learning objectives. This paper focuses on characterizing three learning attributes associated with reflective learning i.e. metacognition (M), analogical reasoning (A) and transfer of knowledge (T) and assessed college laboratory education blended with ICT-enabled virtual laboratories. Key contributions of this study include: 1) Development of assessment of MAT attributes using a combination of multiple choice questions, True/False statements and descriptive questions 2) assessment of conceptual learning occurring in the laboratory environment and of learning attributes using Virtual Laboratories (VLs) in classroom education. Feedback data indicated using virtual laboratories in classrooms for training students before using physical laboratories demonstrated a significant improvement (>100% change) in learning in comparison to physical laboratories without VLs. We also show using VLs as pre-lab or post-lab exercise augmented reflective learning and information retention among 145 students in this blended learning case study, compared to an independent control group of 45 students who had no virtual laboratory training.

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Metadaten
Titel
Augmented reflective learning and knowledge retention perceived among students in classrooms involving virtual laboratories
verfasst von
Krishnashree Achuthan
Saneesh P. Francis
Shyam Diwakar
Publikationsdatum
03.08.2017
Verlag
Springer US
Erschienen in
Education and Information Technologies / Ausgabe 6/2017
Print ISSN: 1360-2357
Elektronische ISSN: 1573-7608
DOI
https://doi.org/10.1007/s10639-017-9626-x

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