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

机译：在涉及虚拟实验室的教室中学生之间增强了反思性学习和知识保留能力

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摘要

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.
机译：学习理论集中于反思性学习过程的原理，并将其视为有效学习的基础。传统的科学与工程实验室教育通常发生在资源紧张的环境中，这些环境损害了某些学习目标。本文着重于描述与反思性学习相关的三个学习属性，即元认知（M），类比推理（A）和知识转移（T）以及与ICT支持的虚拟实验室相结合的评估大学实验室教育。这项研究的主要贡献包括：1）使用多项选择题，对/错陈述和描述性问题的组合来开发MAT属性的评估2）评估实验室环境中发生的概念性学习以及使用虚拟实验室（VL）的学习属性）在课堂教学中。反馈数据表明，与没有VL的物理实验室相比，在使用物理实验室之前在教室中使用虚拟实验室对学生进行培训证明了学习方面的显着改善（> 100％变化）。我们还显示，在这个混合学习案例研究中，使用VL作为实验前或实验后练习可增强145名学生的反思性学习和信息保留能力，相比之下，独立对照组中有45名未经虚拟实验室培训的学生。

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