Abstract
A detailed understanding about the learning process in the science laboratories can be helpful in designing both physical and remote laboratories and in improving learning. However, studies of face to face and remote laboratories have focused more on learning outcomes, and less upon the learning process. This research aims to study how interactions happen in learning, and how they affect the students’ learning outcomes, by answering these questions:• What type and range of interactions do students engage in during face to face laboratory work?• What type and range of interactions do students engage in during remote laboratory work?• What level of interaction is essential for cognitive learning outcomes of students in face to face and remote laboratories?• How do students' perceptions of their understanding of science concepts compare between face to face and remote labs?Consequently, this research is designed to address this problem by focusing on coding and analysing student and instructor behaviours in both face to face and remote chemistry laboratory classes in two Australian universities. Direct observation and video/audio analysis based on one model which comprises a comprehensive list of interactions that happened in the laboratory classroom; as well as pre-laboratory and post-laboratory surveys have or will be used in the whole process. Results based on preliminary observations will be presented, which indicate that the frequency of various kinds of interactions in different laboratories have some common features.
| Original language | English |
|---|---|
| Publication date | Feb 2017 |
| Number of pages | 2 |
| Publication status | Published - Feb 2017 |
| Externally published | Yes |