Different Didactical Approaches Using a Remote Lab: Identification of Impact Factors

• Natércia Lima ^[2] ; Clara Viegas ^[2] ; Francisco José García-Peñalvo ^[1]
  1. [1] Universidad de Salamanca

     Universidad de Salamanca

     Salamanca, España

     
  2. [2] Physics Department, Instituto Superior de Engenharia of Politécnico do Porto, Porto, Portugal
• Localización: Revista Iberoamericana de Tecnologías del Aprendizaje: IEEE-RITA, ISSN 1932-8540, Vol. 14, Nº. 3, 2019, págs. 76-86
• Idioma: inglés
• DOI: 10.1109/rita.2019.2942256
• Texto completo no disponible (Saber más ...)
• Dialnet Métricas: 1 Cita
• Resumen

  • Conducting laboratory experiments is of vital importance in science and engineering education, independently the level of education. Nowadays, teachers have different ways of allowing students to develop these competences other than hands-on labs, such as simulations and remote labs. This study is focused on the combined use of the three resources, carried out by 51 teachers, in 25 different courses. In total, 39 didactical implementations in the electric and electronics area were performed in several Higher Educational Institutions and Secondary Schools, in Argentina and Brazil. This occurred during 2016 and 2017 academic years, under the scope of the VISIR+ project and VISIR was the implemented remote lab and reached 1569 students. Teachers' perception about student acceptance and performance with VISIR as well as teachers' satisfaction with VISIR, were cross analysed with course characteristics as well as didactical implementation design factors and several interesting correlations stood out: Teachers extra care in designing VISIR tasks accordingly to the learning outcomes/ competences they want their students to develop revealed as a crucial factor; Teacher experience with VISIR plays an important role in students' satisfaction with the tool; Teacher introduction and support to VISIR along the semester is also an important factor.

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