Designing Blended Inquiry Learning in a Laboratory Context: A Study of Incorporating Hands-On and Virtual Laboratories

This article reports on the development of a methodology that integrates virtual and hands-on inquiry in a freshman introductory biology course. Using a two time × two order-condition design, an effective combination (blend) of the two environments was evaluated with 39 freshman biology participants. The quantitative results documented no significant effect of presentation order but demonstrated a significant effect of the combined learning experience. The qualitative results showed a strong preference by students for the virtual work preceding the hands-on laboratory. The study provides practitioners an effective alternative to traditional instructional practices by combining virtual and hands-on inquiry learning.

Are Virtual Labs as Effective as Hands-on Labs for Undergraduate Physics? A Comparative Study at Two Major Universities

Most physics professors would agree that the lab experiences students have in introductory physics are central to the learning of the concepts in the course. It is also true that these physics labs require time and money for upkeep, not to mention the hours spent setting up and taking down labs. Virtual physics lab experiences can provide an alternative or supplement to these traditional hands-on labs. However, physics professors may be very hesitant to give up the hands-on labs, which have been such a central part of their courses, for a more cost and time-saving virtual alternative. Thus, it is important to investigate how the learning from these virtual experiences compares to that acquired through a hands-on experience. This study evaluated a comprehensive set of virtual labs for introductory level college physics courses and compared them to a hands-on physics lab experience. Each of the virtual labs contains everything a student needs to conduct a physics laboratory experiment, including: objectives, background theory, 3D simulation, brief video, data collection tools, pre- and postlab questions, and postlab quiz. This research was conducted with 224 students from two large universities and investigated the learning that occurred with students using the virtual labs either in a lab setting or as a supplement to hands-on labs versus a control group of students using the traditional hands-on labs only. Findings from both university settings showed the virtual labs to be as effective as the traditional hands-on physics labs.     

Dyad pedagogy in practical anatomy: A description of the implementation and student perceptions of an adaptive approach to cadaveric teaching

Prior to the challenges imposed by the Covid-19 pandemic, anatomy practical sessions at Trinity College Dublin involved eight to 10 students per donor station, rotating between digital learning, anatomical models/osteology, and dissection activities for three hours weekly. To maintain cadaveric participation in the anatomy laboratory while adhering to distancing guidelines, a transition to dyad pedagogy was implemented. This mode of delivery allowed two students per donor station to spend one hour per week in the anatomy laboratory with all digital learning elements transferred to the virtual learning platform Blackboard as pre- and post-practical session learning activities. Dyad pedagogy has been explored in clinical settings and simulation procedural-based training but is yet to be fully verified in anatomy education. To determine the effectiveness of hybrid practical sessions and reduced donor to student ratios, the opinions of first year medical students were examined using an online questionnaire with a 51% response rate. Although students recognized the merits of more time in the anatomy laboratory, including opportunities for self-directed study and exposure to anatomical variation, they felt that having two students per station enabled sufficient hands-on time with the donor body and fostered learning opportunities that would not be possible with larger groups. Strong preferences for quality time with the donor body supported by online resources suggests this modality should be a key consideration in course design for anatomy curricula and emphasizes the importance of gauging students' preferences to optimize satisfaction and learning output when pivoting to blended learning strategies in anatomy education.     

Blended learning model on hands-on approach for in-service secondary school teachers: Combination of E-learning and face-to-face discussion

The purpose of this study was to examine the effectiveness of a blended learning model on hands-on approach for in-service secondary school teachers using a quasi-experimental design. A 24-h teacher-training course using the blended learning model was administered to 117 teachers, while face-to-face instruction was given to 60 teachers. The following dependent variables were compared: degree of leaners’ knowledge, self-efficacy and satisfaction with the training course. The results indicated that the experimental, blended learning group showed a significantly higher level of knowledge of hands-on approach and overall satisfaction with the course. However, the self-efficacy and others items related to learner’s learning satisfaction were similar between two groups. Moreover, the findings indicated that access, flexibility, cost effectiveness, improving interaction, formation of teacher network and involving of administrators, instructors and school leaders were factors which contributed to the success of blended learning model. Further implications and suggestions for the blended learning model are presented.     

Teaching Contemporary Physics Topics Using Real-Time Data Obtained via the World Wide Web

As a teaching tool, the World Wide Web (WWW) is unprecedented in its ability to transmit information and enhance communication between scientist and student. Just beginning to be developed are sites that actively engage the user in the learning process and provide hands-on methods of teaching contemporary topics. These topics are often not found in the classroom due to the complexity and expense of the laboratory equipment and the WWW is an ideal tool for overcoming this difficulty. This paper presents a model for using the Internet to teach high school students about plasma physics and fusion energy. Students are given access to real-time data, virtual experiments, and communication with professional scientists via email. Preliminary data indicate that student collaboration and student-led learning is encouraged when using the site in the classroom. Scientist/student mentoring is enhanced with this form of communication.     

How to foster STEM learning during Covid-19 remote schooling: Combining virtual and video experiments

Understanding scientific concepts is a fundamental aim of science education. Conceptual understanding can be fostered through inquiry learning with experiments. However, during the Covid-19 pandemic school closures hands-on experiments could hardly be realized. Fortunately, digital technologies allow for conducting experiments virtually by using interactive simulations or observing video recordings of hands-on experiments. In the present study, 154 seventh graders in remote schooling were involved in inquiry learning using either a combination of virtual and video experiments in two different orders or only virtual experiments. We hypothesized that in general inquiry learning fosters students' conceptual understanding in physics, which could be confirmed. Moreover, we expected the combinations to be more effective than learning with virtual experiments only due to the complementary roles of the prior, which was, however, not the case. We conclude that virtual and video experiments can be recommended to teachers if hands-on experimentation is not possible.     

Teaching using a blended approach – what does the literature tell us?

Teaching using a blended approach is a complex undertaking, where teachers have to address varied discipline and professional learning outcomes, different student capabilities and institutional conditions as well as creating an effective pedagogy by using the strengths of face-to-face and online settings in an integrated fashion. There is now a sizeable literature on student accounts of learning in blended environments; however, much less is known about teacher perspectives on blended teaching and that is the focus of this review. A critical analysis of the literature indicated two areas of development: (1) teacher conceptions and beliefs about blended teaching and (2) changing teacher roles, especially around course design and pedagogy.     

全媒体学习生态:应对大规模疫情时期上学难题的实用解方

面对2019新型冠状病毒肺炎造成的大规模疫情,教育部发布了延期开学通知。为紧急应对全国学生即将面临的“在家待学”困境,该研究针对变教学组织结构从共位集中式为异位散布式学习的难题,提出将全媒体学习生态环境作为问题解方:利用实时通讯媒体构建虚拟教室,利用认知交互媒体构建个人学习空间,利用学习资源媒体联通这两个学习环境。在此基础上,研究进一步详实论述了此解方的三种应用模式:直接教学、自主学习、翻转学习。最后,研究从平台服务准入机制、过程评估监督机制、经费保障机制、各级协调机制四方面解读了实施上述解方的政策保障机制。希冀能为制订“停课不停教、不停学”紧急预案献计献策。     

In search of attributes that support self-regulation in blended learning environments

Blended forms of learning have become increasingly popular. Learning activities within these environments are supported by a large variety of online and face-to-face interventions. However, it remains unclear whether these blended environments are successful, and if they are, what makes them successful. Studies suggest that blended learning challenges the self-regulatory abilities of learners, though the literature does little to explain these findings; nor does it provide solutions. In particular, little is known about the attributes that are essential to support learners and how they should guide course design. To identify such attributes and enable a more thoughtful redesign of blended learning environments, this systematic literature review (n?=?95) examines evidence published between 1985 and 2015 on attributes of blended learning environments that support self-regulation. The purpose of this review is therefore to identify and define the attributes of blended learning environments that support learners’ self-regulatory abilities. Seven key attributes were found (authenticity, personalization, learner-control, scaffolding, interaction, cues for reflection and cues for calibration). This review is the first to identify and define the attributes that support self-regulation in blended learning environments and thus to support the design of blended learning environments. This study may serve to facilitate the design of blended learning environments that meet learners’ self-regulatory needs. It also raises crucial questions about how blended learning relates to well-established learning theories and provides a basis for future research on self-regulation in blended learning environments.     

Virtual internships in blended environments to prepare preservice teachers for the professional teaching context

This study investigated to what extent virtual internships in teacher education were able to reduce Preservice Teachers’ (PSTs) professional anxiety. Simultaneously, this study investigated how virtual internships in blended learning environments were evaluated by PSTs in terms of technological, social and educational affordances. PSTs followed virtual internships during two different Educational Pedagogy Master’s courses (27 and 16 participants) in a teacher education programme. A mixed methods design was employed, consisting of pre- and post-test questionnaires, a focus group interview and individual interviews. A significant decrease was found in PSTs’ professional anxiety after having followed Virtual Internship 2. PSTs reported they obtained a more realistic image of teaching and felt better prepared for teaching in practice. Furthermore, regarding technological affordances, system usability was considered between acceptable and good. Concerning social affordances, PSTs appreciated collaboration within the virtual internships. As an educational affordance, it appeared that learning from videos with authentic classroom events is a good preparation for the professional teaching context. According to the PSTs, the scenarios within virtual internships could be improved in terms of authenticity and personalisation by offering more details and background information. The results of this study imply that virtual internships can be useful assets for teacher education.     

Teaching in 3D: Pedagogical Affordances and Constraints of 3D Virtual Worlds for Synchronous Distance Learning

Three-dimensional (3D) virtual worlds are a new technology that holds some promise as constructivist learning environments for distance education. This investigation presents an evaluative case study of the pedagogical implications of using one 3D virtual world, Active Worlds, for synchronous distance education. The research design for this qualitative study focuses on the pedagogical affordances and constraints. Methods employed in the data collection include participatory observations, class logs, and formal and informal interviews with the instructor of a synchronous distance learning course offered through Active Worlds University. Findings reveal that although Active Worlds provides tools that support constructivist learning environments, the affordances and constraints of the tools (discourse, experiential, and resource) may, to varying degrees, impact the pragmatic use of this medium. While this initial investigation reveals that this technology supports constructivist learning environments, more research needs to be conducted to fully explore the potential of 3D virtual worlds as both distance and traditional classroom learning environments.     

The effectiveness of using computer simulated experiments on junior high students' understanding of the volume displacement concept

Several researchers have suggested that the computer holds much promise as a tool for science teachers for use in their classrooms (Bork, 1979, Lunetta & Hofstein, 1981). It also has been said that there needs to be more research in determining the effectiveness of computer software (Tinker, 1983). This study compared the effectiveness of microcomputer simulated experiences with that of parallel instruction involving hands-on laboratory experiences for teaching the concept of volume displacement to junior high school students. This study also assessed the differential effect on students' understanding of the volume displacement concept using sex of the students as another independent variable. In addition, it compared the degree of retention, after 45 days, of both treatment groups. It was found that computer simulated experiences were as effective as hands-on laboratory experiences, and that males, having had hands-on laboratory experiences, performed better on the posttest than females having had the hands-on laboratory experiences. There were no significant differences in performance when comparing males with females using the computer simulation in the learning of the displacement concept. This study also showed that there were no significant differences in the retention levels when the retention scores of the computer simulation groups were compared to those that had the hands-on laboratory experiences. However, an ANOVA of the retention test scores revealed that males in both treatment conditions retained knowledge of volume displacement better than females.     

The incorporation of hands-on tasks in an online course: an analysis of a blended learning environment

This article describes the design and evaluation of a blended online/face-to-face course completed by more than 6000 learners throughout the United States of America and internationally. The educational impact was monitored using a variety of evaluation strategies. The results, in terms of achieved knowledge and overall satisfaction, indicate that a focus on online instruction combined with face-to-face, hands-on activities showed statistically significant improvement in the learners' understanding of the course material, while also validating the impact of the curriculum in their workplace. As illustrated through the blended course design, this study further showed that online learners with greater improvement in their pre- and posttest scores also exhibited significantly greater likelihood in demonstrating competency in several areas during the hands-on portion of the course. In particular, participants working in the information systems field exhibited the highest mean difference score (21.49) on the pre- and the posttests, while those working in the laboratory had the lowest (12.17). Likewise, the odds that participants who reviewed the course contents sought to further understand their job roles was 58.2 times greater for those in information systems, while it was only 19.0 times greater for laboratory staff, than those who did not review their job roles.     

Towards a framework of interactions in a blended synchronous learning environment: what effects are there on students' social presence experience?

A synchronous blend of online learning and “face-to-face” teaching is becoming a feasible instructional approach in higher education with the advent of technology. Although this learning mode is not new in higher education, little research has been done to contextualise social presence experiences in which effects of interactions were explored for enhancing learning. A qualitative approach was adopted using the case study method to examine the instructor and students’ pedagogic interactions in the social presence of a blended synchronous learning environment. This paper reports an exploration of the blended learning with an online group of students at a remote site attending a computer-aided engineering drawing course synchronously with a face-to-face group taught by an instructor in a laboratory. The process of interaction was visually and verbally mediated by videoconference as if in an online face-to-face learning community. The findings show that the online and face-to-face groups had different social presence experiences in which interaction emerged. Emotional adaptation and practice is needed for the students and the instructor in such a complex environment. Based on the interaction patterns, a framework of interactions in the blended synchronous learning environment is conceptualised to inform course development and instructional design. Implications for further study are also discussed.     

Science-based laboratory comprehension: an examination of effective practices within traditional,online and blended learning environments

An increase in online education is causing science educators to evaluate student cognitive understanding after completing virtual, computer-simulated laboratories. Online education has demonstrated comparable learning gains when analysed to those of the traditional classroom, but research is mixed when reviewing students’ ability to manipulate tangible laboratory equipment after participating in online experimentation. The question remains, are students who are exclusively enrolled in online science courses equipped with the cognitive ability to operate laboratory equipment within a physical laboratory? When considering the optimal learning environment for science majors, educators have discovered the blended classroom may provide the perfect opportunity to combine the benefits of face-to-face instruction and feedback with the reinforcement of scientific theory through technology integration. New advances in virtual education provide promising examples of enhancing the online classroom laboratory in all scientific disciplines. Further insight into the blended classroom has the potential to influence the field of education towards an optimal learning environment for science majors in colleges and universities.     

K–12 Blended Teaching Readiness: Model and Instrument Development

Abstract

An increasing number of K–12 schools have adopted blended learning approaches. Current empirical research has been sparse regarding preparing teachers for blended teaching, including the skills they must develop to teach in blended contexts. This research is focused on that weakness, with the purposes of systematically identifying the skills needed for teaching in a blended learning context and of developing and testing an instrument that can be used to determine individual and school-wide readiness for blended teaching. In this study we present a measurement model used to develop items for measuring K–12 blended learning readiness. Specifically the instrument contained the following top-level areas: (a) foundational knowledge, skills, and dispositions, (b) instructional planning, (c) instructional methods and strategies, (d) assessment and evaluation, and (e) management. Each top-level construct also had two to four subconstructs. Through confirmatory factor analysis using survey responses from 2,290?K–12 teachers we found that the data met all four fit statistics cutoffs set forth in the literature (root mean square error of approximation [RMSEA]= 0.041, comparative fit index [CFI]?=?0.926, Tucker–Lewis index [TLI]?=?0.923, standardized root mean square residual [SRMR]?=?0.041, X2?=?978.934, df?=?1992).