Search for Articles:
Title / Keyword
Author / Affiliation / Email
Journal
Article Type
 
 
Advanced Search
 
Section
Special Issue
Volume
Issue
Number
Page
 
4.8
2.5
Journals
Education Sciences
Special Issues
Adapting to the Remote Science Lecture and Laboratory Instruction –...
share announcement

Adapting to the Remote Science Lecture and Laboratory Instruction – Challenges and Lessons Learned

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Technology Enhanced Education".

Deadline for manuscript submissions: closed (30 November 2021) | Viewed by 22741

Special Issue Editor

Prof. Dr. Charlie Cox

E-Mail Website
Guest Editor
Department of Chemistry, Duke University, Durham, NC 27708, USA
Interests: chemical education research; organic chemistry
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Pedagogy for teaching science lectures and laboratories has been widely recalibrated to account for the shift from face-to-face to remote instruction. The goal of the Special Issue is to outline research-based findings regarding the best practices for instruction or assessment; incorporate research identifying and discuss factors impacting student experience, including sense of community, study strategies, and motivation; describe new technologies and impacts of technology within the classroom or laboratory. Additional topics are possible provided the contributed article outlines aspects related to online instruction. 

Prof. Dr. Charlie Cox
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • technology
  • assessment
  • laboratory
  • learning
  • students
  • teaching

Benefits of Publishing in a Special Issue

  • Ease of navigation: Grouping papers by topic helps scholars navigate broad scope journals more efficiently.
  • Greater discoverability: Special Issues support the reach and impact of scientific research. Articles in Special Issues are more discoverable and cited more frequently.
  • Expansion of research network: Special Issues facilitate connections among authors, fostering scientific collaborations.
  • External promotion: Articles in Special Issues are often promoted through the journal's social media, increasing their visibility.
  • e-Book format: Special Issues with more than 10 articles can be published as dedicated e-books, ensuring wide and rapid dissemination.

Further information on MDPI's Special Issue polices can be found here.

Published Papers (4 papers)

Download All Papers
Order results
Result details
Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:

Research

13 pages, 2627 KiB  
Article
An Evidence-Based Study on Teaching Computer Aided Design in Higher Education during the COVID-19 Pandemic
by Andreas Dagman and Kristina Wärmefjord
Educ. Sci. 2022, 12(1), 29; https://doi.org/10.3390/educsci12010029 - 5 Jan 2022
Cited by 7 | Viewed by 4227
Abstract
The pandemic has had a major effect on engineering education, transforming both current and future teaching practice. The physical meetings between student and teacher have during the pandemic been replaced by online contact and recordings of lectures and demonstrations. In this paper, the [...] Read more.
The pandemic has had a major effect on engineering education, transforming both current and future teaching practice. The physical meetings between student and teacher have during the pandemic been replaced by online contact and recordings of lectures and demonstrations. In this paper, the focus is on computer aided design (CAD) teaching for first-year engineering students. CAD is a topic usually characterized by a close contact by student and teacher, with hands-on instruction at the computer using the CAD software. In the paper, the experiences and learnings from the rapid shift to on-line teaching in CAD are summarized and discussed, and learnings and takeaways for a redesign of future CAD teaching are discussed. Both the students’ learning and their mental wellbeing are evaluated. It is found that on a general level, the students were satisfied with the online teaching and rated it as better or equal to traditional teaching. However, there is still room for improvement, since some students found the situation stressful and pointed out the difficulty to ask questions online. The findings are based on a student survey, existing literature, and the authors own teaching practices during the pandemic. Full article
(This article belongs to the Special Issue Adapting to the Remote Science Lecture and Laboratory Instruction – Challenges and Lessons Learned)
►▼ Show Figures

Figure 1

15 pages, 1635 KiB  
Article
Fostering Performance in Hands-On Laboratory Work with the Use of Mobile Augmented Reality (AR) Glasses
by Ilona Södervik, Nina Katajavuori, Karmen Kapp, Patrick Laurén, Monica Aejmelaeus and Mia Sivén
Educ. Sci. 2021, 11(12), 816; https://doi.org/10.3390/educsci11120816 - 16 Dec 2021
Cited by 12 | Viewed by 3869
Abstract
The learning of laboratory skills is essential in science education, but students often get too little individual guidance in this area. Augmented reality (AR) technologies are a promising tool to tackle this challenge and promote students’ high-level learning and performance in science laboratories. [...] Read more.
The learning of laboratory skills is essential in science education, but students often get too little individual guidance in this area. Augmented reality (AR) technologies are a promising tool to tackle this challenge and promote students’ high-level learning and performance in science laboratories. Thus, the purpose of this study was (1) to design an AR-assisted learning environment to support individual knowledge construction, (2) to investigate students’ learning processes and learning outcomes and (3) to examine the usability of the system. Pharmacy students (n = 16) were assigned to experimental (n = 10) and control (n = 6) groups and performed the same laboratory work together with pre- and post-tests. The experimental group worked with AR glasses that provided additional support and timely guidance during the work with additional info-screens, questions related to choosing correct reagents and laboratory tools and think-aloud questions, whereas the control group worked in a traditional laboratory context. The results showed that AR was more effective in fostering performance in the science laboratory compared to traditional laboratory instruction and prevented most of the mistakes. The AR group considered the guidance and feedback provided by AR to be beneficial for their learning. However, no apparent differences were found in tasks measuring students’ understanding of the content knowledge. Thus, an AR environment embedded with supportive tools could partly replace the teacher in science teaching laboratories by providing individual and timely guidance for the students. Full article
(This article belongs to the Special Issue Adapting to the Remote Science Lecture and Laboratory Instruction – Challenges and Lessons Learned)
►▼ Show Figures

Figure 1

16 pages, 1898 KiB  
Article
STEM Students’ Perceptions on Emergency Online Learning during the COVID-19 Pandemic: Challenges and Successes
by Jodye I. Selco and Mariam Habbak
Educ. Sci. 2021, 11(12), 799; https://doi.org/10.3390/educsci11120799 - 7 Dec 2021
Cited by 23 | Viewed by 9721
Abstract
Declaration of the COVID-19 pandemic by the World Health Organization in 2020 forced many schools to switch to emergency virtual instruction. This situation provided an opportunity to explore the effectiveness of online learning from students’ perspectives. To discover best practices for online learning, [...] Read more.
Declaration of the COVID-19 pandemic by the World Health Organization in 2020 forced many schools to switch to emergency virtual instruction. This situation provided an opportunity to explore the effectiveness of online learning from students’ perspectives. To discover best practices for online learning, 584 STEM students at California State Polytechnic University Pomona (Cal Poly Pomona) were surveyed about their Spring and Fall 2020 experiences. Some of the obstacles students faced were adapting to a new lifestyle, feeling disconnected, managing schedule and workload, and overcoming distractions. Despite difficulties, 61% of students benefited from the flexibility, convenience, and increased productivity. The time students normally spent commuting to and parking on campus was instead spent getting more sleep, studying, working extra hours, spending time with family, and practicing self-care. Another major benefit was the increased accessibility to course materials posted online. Major themes from students’ responses were belonging, organization and transparency, and the need for real-world applications. Incorporating these strategies enhance the effectiveness of teaching methods. Responses along with some problem-solving suggestions that can improve the effectiveness of both online and in-person learning are discussed. Full article
(This article belongs to the Special Issue Adapting to the Remote Science Lecture and Laboratory Instruction – Challenges and Lessons Learned)
►▼ Show Figures

Figure 1

19 pages, 2672 KiB  
Article
Motivation and Sense of Belonging in the Large Enrollment Introductory General and Organic Chemistry Remote Courses
by Charles T. Cox, Jr., Nicole Stepovich, Alexandra Bennion, Jessie Fauconier and Nicole Izquierdo
Educ. Sci. 2021, 11(9), 549; https://doi.org/10.3390/educsci11090549 - 16 Sep 2021
Cited by 9 | Viewed by 4060
Abstract
The rapid shift from face-to-face to remote instruction in 2020 has resulted in recalibration of lecture and laboratory pedagogy. This research analyzed the impact of remote learning on student motivation and sense of belonging in large enrollment chemistry courses. Student responses were parsed [...] Read more.
The rapid shift from face-to-face to remote instruction in 2020 has resulted in recalibration of lecture and laboratory pedagogy. This research analyzed the impact of remote learning on student motivation and sense of belonging in large enrollment chemistry courses. Student responses were parsed according to specific demographics including gender, academic standing, first-generation status, and ethnicity. Research objectives included the analysis of how remote learning impacted specific demographics to develop guidelines for best practices moving forward for hybrid or online courses. Our findings show that second year students (sophomores) were the most impacted of the academic standing cohorts. Sophomores reported a statistically greater change in motivation after the start of the semester and statistically lower satisfaction with their performance on assignments. Females reported statistically lower motivation and a statistically lower sense of belonging in the course and science, technology, engineering, and mathematics (STEM) fields. Black/African students reported a statistically lower motivation for remote learning than Asian/Pacific Islander and White/Caucasian students. Finally, both White/Caucasian and Black/African students reported a statistically lower sense of belonging in the course and in STEM fields than Asian/Pacific islander students. Finally, statistical differences were not observed based upon first-generation status. The research indicates that students were differentially impacted by the shift to remote learning. From these findings, a stronger understanding of how specific demographics are differentially impacted by remote learning in STEM courses is provided, granting greater insight into best practices moving forward. Full article
(This article belongs to the Special Issue Adapting to the Remote Science Lecture and Laboratory Instruction – Challenges and Lessons Learned)
►▼ Show Figures

Figure 1

Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:
 
Displaying articles 1-4
Back to TopTop