Group Process and Learning Outcomes in Remote, Simulated, and Hands-On Student Laboratories
Corter, J. E., Nickerson, J. V., Esche, S. K., Chassapis, C., Ma, J., Tseng, H. & Chen, Y.-C.
Submitted for publication in Journal of the Learning Sciences.
Abstract
A large-scale study evaluated the relative effectiveness of hands-on, remote, and simulation laboratories in an undergraduate engineering education context.
Over 200 students in a mechanical-engineering course performed two laboratory experiments involving stress on a cantilever beam.
Each student team performed the experiments in one of the three laboratory formats, and under one of two sets of instructions regarding distribution of work roles for data collection.
Learning outcomes were measured with a test of conceptual knowledge relating to the lab content.
Data on satisfaction and on lab team work patterns were also collected.
Knowledge scores were highest under the hands-on condition, and higher when data was collected with students working as a group rather than individually.
However, when time on task was controlled for, the learning advantage for hands-on labs disappeared, while the advantage for group data collection did not.
Differences among conditions in time spent analyzing data and writing up the lab suggest that different lab types may induce different levels of motivation.
One implication for educational technology design is that laboratory learning with the newer technologies might be improved by focusing on specifics of the instructional implementation, and on group interfaces and processes that support student collaboration and learning.