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Assessing students' learning outcomes, self-efficacy and attitudes toward the integration of virtual science laboratory in general physics.

机译：评估学生的学习成果，自我效能和对将虚拟科学实验室整合到普通物理学中的态度。

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摘要

Over the past decade, there has been a dramatic rise in online delivery of higher education in the United States. Recent developments in web technology and access to the internet have led to a vast increase in online courses. For people who work during the day and whose complicated lives prevent them from taking courses on campus, online courses are the only alternatives by which they may achieve their goals in education. The laboratory courses are the major requirements for college and university students who want to pursue degree and certification programs in science. It is noted that there is a lack of laboratory courses in online physics courses. The present study addressed the effectiveness of a virtual science laboratory in physics instruction in terms of learning outcomes, attitudes, and self-efficacy of students in a Historically Black University College.;The study included fifty-eight students (36 male and 22 female) of different science majors who were enrolled in a general physics laboratory course. They were divided into virtual and traditional groups. Three experiments were selected from the syllabus. The traditional group performed one experiment in a traditional laboratory, while the virtual group performed the same experiment in a virtual laboratory. For the second experiment, the use of laboratories by both groups was exchanged. Learner's Assessment Test (LAT), Attitudes Toward Physics Laboratories (ATPL), and Self-Efficacy Survey (SES) instruments were used. Additionally, quantitative methods such as an independent t-test, a paired t-test, and correlation statistics were used to analyze the data. The results of the first experiment indicated the learning outcomes were higher in the Virtual Laboratory than in the traditional laboratory, whereas there was no significant difference in learning outcomes with either type of lab instruction. However, significant self-efficacy gains were observed. Students expressed positive attitudes in terms of liking as well as interests in performing experiments in virtual laboratories. No gender differences were observed in learning outcomes or self-efficacy. The results of the study indicated that virtual laboratories may be a substitute for traditional laboratories to some extent, and may play a vital role in online science courses.
机译：在过去的十年中，美国在线高等教育的交付急剧增加。网络技术和互联网访问的最新发展导致在线课程的大量增加。对于白天工作，生活复杂的人来说，他们无法在校园里上课，因此，在线课程是他们实现教育目标的唯一选择。实验室课程是想要攻读科学学位和认证课程的大学生的主要要求。应当指出，在线物理课程中缺少实验室课程。本研究从一所历史悠久的黑人大学学院的学习成果，态度和学生的自我效能出发，探讨了虚拟科学实验室在物理教学中的有效性;该研究包括58名学生（男36名，女22名）参加一般物理实验室课程的不同科学专业的学生。他们分为虚拟组和传统组。从课程表中选择了三个实验。传统小组在传统实验室中进行了一个实验，而虚拟小组在虚拟实验室中进行了相同的实验。对于第二个实验，交换了两组使用实验室的情况。使用了学习者评估测试（LAT），对物理实验室的态度（ATPL）和自我效能调查（SES）仪器。此外，还使用了定量方法（例如独立的t检验，配对的t检验和相关统计量）来分析数据。第一个实验的结果表明，虚拟实验室中的学习结果要比传统实验室中的学习结果要高，而在任何一种实验室指导下，学习结果都没有显着差异。但是，观察到明显的自我效能提升。学生在喜欢和在虚拟实验室进行实验的兴趣方面表达了积极的态度。在学习成果或自我效能方面未观察到性别差异。研究结果表明，虚拟实验室在某种程度上可以替代传统实验室，并且可能在在线科学课程中发挥至关重要的作用。

著录项

  • 作者

    Ghatty, Sundara L.;

  • 作者单位

    Southern University and Agricultural and Mechanical College.;

  • 授予单位 Southern University and Agricultural and Mechanical College.;
  • 学科 Education Sciences.;Education Technology of.
  • 学位 Ph.D.
  • 年度 2013
  • 页码 152 p.
  • 总页数 152
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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