Improving Students Experimental Competences Using Simultaneous Methods in Class and in Assessments
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1) The document describes a study that implemented computer simulations and remote labs to teach an "Electricity" course to automotive engineering students. 2) Students took an assessment test after the course and completed a learning perception questionnaire. Test results showed students performed better with simulations, and had more difficulties with remote labs. 3) According to the questionnaire, students preferred hands-on learning and calculus classes but performed better with simulations. They also felt more dependent on their teacher than taking autonomous study. 4) The teacher felt using different tools helped students and that remote labs compensated for limited lab time. Results indicated the approach helped students develop electrical knowledge and skills.
Improving Students Experimental Competences Using Simultaneous Methods in Class and in Assessments
- 1. NMM 1 Track Educational Innovation Clara Viegas1, Natércia Lima1, Gustavo Alves1, Ingvar Gustavsson2 1 Polytechnic Institute of Porto, School of Engineering, Porto, Portugal 2 Blekinge Institute of Technology, School of Engineering, Karlskrona, Sweden
- 2. NMM 2 • Introduction • Implementation Design • Curricular Design • Assessment methodology • Research Design and Data Collection • Data Analysis and Discussion • Class attending and test results • Students learning perception on students’ results • Teacher perception • Conclusion
- 3. 3 • Computer Simulations and Remote Labs: NMM used as en educational tool prove to be effective in students learning gains o increase students’ results on “Electricity”
- 4. 4 NMM each method allows developing different competences teachers to reach more students due to their different learning styles. However, these gains are still understudied in literature…
- 5. 5 “Electricity” course – 1st year, 2nd Semester of a 3 year degree “Automotive Engineering” (79 enrolled students): Duration: 6 weeks NMM • 1 h recitation classes (T) • 1h calculus practise classes • 1h of laboratory classes (PL)
- 6. 6 NMM Example of a circuit that students had to assemble in the Toyota demo board, powered by a typical car battery: measure voltage and electrical currents (and perform calculus verifying basic electrical laws)
- 7. 7 Circuit Simulator (used in T and PL classes): NMM • T classes: for immediately visualizing circuit variables • PL classes: verifying the results of calculus and to predict the values resulting from circuit measurements
- 8. 8 Remote Lab – VISIR (used in T and PL classes): NMM • T classes: to exemplify the hands-on procedure for measuring a given circuit variable • PL classes: practised to mount a circuit powered with the DC supply and use the multimeter to measure currents and voltage
- 9. 9 Assessment Test Design (in the end of the intervention): NMM • 24 different test versions (as the 3 PL classes were distributed along several days) • each required the analysis of 2 circuits (C1 and C2) where: • C1: calculus work, simulation and remote lab • C2: hands-on lab and simulation
- 10. 10 NMM Test assignment results, analysed partially and the overall Learning Perception Questionnaire (PLEQ) Teacher’ perception of the didactic intervention and students’ learning Compare students’ perception of learning and their opinions on the different teaching resources with their academic results and teachers’ opinion
- 11. 11 Class attending and test results NMM • 83% of students attended the test • Simulator - shows better results • Remote lab - students have more difficulties •The “most attending students” performed better and this is more relevant in remote lab
- 12. 12 MOODLE records NMM • Number of accesses in each virtual component: a tendency that students accessed more had better grades
- 13. 13 Learning Perception Questionnaire results NMM • different learning environments importance: “hands-on” first, followed by “calculus classes” Perception of the Learning Environments 2.55 3.32 4.5 2.36 2.27 2 2 4 5 2 1 4 5 3 2 Remote Lab Simulation Hands-on Lab Calculus Lecture Importance Mode Mediane Average
- 14. 14 Perception of the Type of Study Importance With the computer With the professor With colleagues Autonomous NMM Learning Perception Questionnaire results • each type of study importance: “in class” or “with the help of the teacher” 3.41 3.64 2.23 3.68 2.05 4 3.5 2 4 1.5 5 2 3 1 In class Mode Mediane Average My colleagues 14% Mine 47% My Professors 34% Other 5% Learning Responsability Distribution
- 15. 15 40 30 20 10 NMM Learning Perception Questionnaire results • identified factors students feel (and explain) which helped or hindered their learning 0 Number of factors identified in relation to each learning environment Lecture Calculus Class Hands-on Lab Helps Hinders Simulation Remote Lab in class autonomous with colleagues with the professor with the computer Number of factors identified in relation to each type of study
- 16. 16 NMM Teacher Perception * • about the didactic approach: the usage of various tools is important – helps students adaptation to the complexity of practical problems in the future Remote lab is of most value to compensate the large number of students per class and little lab time. • about students’ learning: helps students develop basic knowledge and competences about electricity * teacher with 20 years experience in this course
- 17. 17 NMM “Hands-on” and “Calculus” classes are the preferred learning environments; still they were not the environments were they performed better More at ease with simulation environment Remote lab is the one where they had more difficulties – VISIR was felt as an extra obstacle they would have to endure (requires effort to overcome initial difficulties…) Students’ distribution of the learning responsibilities shows that students are still very dependent on what their teacher does.
- 18. 18 NMM Students, in general, are more involved and participative in the proposed tasks Students achieved better school results Improve course design: Less time in calculus classes Less time spent in introducing the simulator “Hands-on” – better and more material available, smaller groups, computers in the branches, more time in class The key to increase students’ scholar results and competences is finding the right balance between these components!
- 19. Many thanks for your attention! 19 NMM