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

Publication Type : Journal Article

Thematic Areas : Amrita Center for Cybersecurity Systems and Networks, Biotech, Learning-Technologies, Medical Sciences

Publisher : Education and Information Technologies .

Source : Education and Information Technologies volume 22, pages 2825–2855 (2017)

Url : https://www.scopus.com/inward/record.uri?eid=2-s2.0-85026810783&doi=10.1007%2fs10639-017-9626-x&partnerID=40&md5=41a7d8b79f23f84ef637e1159d99351c

Campus : Amritapuri

School : Centre for Cybersecurity Systems and Networks, School of Biotechnology

Center : Amrita Mind Brain Center, Biotechnology, Computational Neuroscience and Neurophysiology, Cyber Security

Department : biotechnology, cyber Security

Year : 2017

Abstract : 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. © 2017 Springer Science+Business Media, LLC

Cite this Research Publication : K. Achuthan, Francis, S. P., and Dr. Shyam Diwakar, “Augmented reflective learning and knowledge retention perceived among students in classrooms involving virtual laboratories”, Education and Information Technologies volume 22, pages 2825–2855 (2017). DOI: https://doi.org/10.1007/s10639-017-9626-x

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