An Investigation into Peer-Assisted Learning in an Online Lab Environment

被引：0

作者：

Li, Rui ^{[1
]}

Morelock, John ^{[2
]}

May, Dominik ^{[3
]}

机构：

[1] Tandon School of Engineering, New York University, Brooklyn, United States

[2] Engineering Education Transformations Institute, University of Georgia, Athens,GA, United States

[3] School of Mechanical Engineering and Safety Engineering, University of Wuppertal, Wuppertal, Germany

来源：

Computers in Education Journal | 2024年 / 14卷 / 01期

关键词：

Active learning - Curricula - Engineering education - Online conferencing - Self-supervised learning - Students;

D O I：

暂无

中图分类号：

学科分类号：

摘要：

Peer learning is one method to encourage meaningful learning in electrical engineering courses. It involves the sharing of ideas, knowledge, and experiences and emphasizes interpersonal learning. However, there are different viewpoints in relation to the best way to implement and assess peer learning in a lab environment, and contemporary literature on online laboratories (OL) rarely explores peer learning opportunities. In this paper, we aim to investigate the benefits of students’ peer learning activity in an online electronics lab course. The key challenge was whether the OL could ensure smooth communication and collaboration between the students. In our case, we applied Zoom online conferencing software as a communication tool and LabsLand as an interactive OL tool. Specifically, we used a remote lab application for electrical circuit building, which makes physically existing lab infrastructure remotely usable through an online user interface. Methods we used to assess our learning outcomes included online surveys, online lab usage, and lab report scores. The survey results showed there are positive opinions about component skill development from group lab activities. In an online lab, the tasks were divided based on team members’ strengths. In terms of peer learning, some students felt there was an improvement in partners’ skills in terms of the circuit assembly. The OL usage showed a high level of engagement in group activity. Students willingly spent more time on lab experiments beyond regular lab hours. The scores of lab reports showed this new way of peer learning could achieve learning outcomes comparable to conventional, physical labs using peer learning. Accordingly, we concluded that the OL was an alternative and effective way to encourage peer learning. © 2024 American Society for Engineering Education. All rights reserved.

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