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Published VersionCC BY V4.0, Open Access
Journal article
A ranking comparison of the traditional, online and mixed laboratory mode learning objectives in engineering: Uncovering different priorities
STEM Education, Vol.3(4), pp.331-349
2023
Abstract
The laboratory, an integral component of engineering education, can be conducted via traditional, online or mixed modes. Within these modes is a diverse range of implementation formats, each with different strengths and weaknesses. Empirical evidence investigating laboratory learning is rather scattered, with objectives measurement focused on the innovation in question (e.g., new simulation or experiment). Recently, a clearer picture of the most important laboratory learning objectives has formed. Missing is an understanding of whether academics implementing laboratories across different modes think about learning objectives differently. Using a survey based on the Laboratory Learning Objectives Measurement instrument, academics from a diverse range of engineering disciplines from across the world undertook a ranking exercise. The findings show that those implementing traditional and mixed laboratories align closely in their ranking choices, while those implementing online-only laboratories think about the objectives slightly differently. These findings provide an opportunity for reflection, enabling engineering educators to refine the alignment of their teaching modes, implementations and assessments with their intended learning objectives.
Details
- Title
- A ranking comparison of the traditional, online and mixed laboratory mode learning objectives in engineering: Uncovering different priorities
- Authors
- Sasha Nikolic (Corresponding Author) - University of WollongongSarah Grundy (Author) - UNSW SydneyRezwanul Haque (Author) - University of the Sunshine Coast, Queensland, School of Science, Technology and EngineeringSulakshana Lal (Author) - Curtin UniversityGhulam Mubashar Hassan (Author) - The University of Western AustraliaScott Arthur Daniel (Author) - University of Technology SydneyMarina Belkina (Author) - Western Sydney UniversitySarah Lyden (Author) - University of TasmaniaThomas Suesse (Author) - University of Wollongong
- Publication details
- STEM Education, Vol.3(4), pp.331-349
- Publisher
- AIMS Press
- Date published
- 2023
- DOI
- 10.3934/steme.2023020
- ISSN
- 2767-1925
- Copyright note
- © 2023 the Author(s), licensee AIMS Press. This is an open access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0)
- Organisation Unit
- School of Science, Technology and Engineering
- Language
- English
- Record Identifier
- 99984497202621
- Output Type
- Journal article
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