June 14, 2015
June 14, 2015
June 17, 2015
26.582.1 - 26.582.21
Comparison of Simulation-based and Hands-on Teaching Methodologies on Student Learning in an Engineering Technology Laboratory course AbstractThe use of Simulation-based labs has been gaining currency in the domains of engineering andtechnology programs. How effective is simulation-based teaching methodology in comparison totraditional hands-on activity based labs? To answer this question a study was conducted toexplore the impact of the use of computer simulation design methods on students’ learning forcircuit construction in an undergraduate technical course. A mixed method research design wasemployed to identify the presence or absence of learning patterns using qualitative andquantitative modes of data evaluation viz a viz cognitive apprenticeship instructionalmethodology.This paper presents the findings of the research study which tested the hypothesis tested byinvestigating three key questions: 1) Does the use of simulation improve students’ learningoutcomes? 2). How do faculty members perceive the use and effectiveness of simulation in thedelivery of technical course content? 3). How do students perceive the instructional designfeatures embedded in the simulation program such as exploration and scaffolding support inlearning new concepts? The paper also discusses the other aspects of findings which reveal that simulation by itself isnot very effective in promoting student learning. Simulation becomes effective only when it isfollowed by hands-on activity. Furthermore, the paper presents recommendations for improvingstudent learning, viz a viz simulation-based and hands-on labs.
Taher, M. T., & Khan, A. S. (2015, June), Effectiveness of Simulation versus Hands-on Labs: A Case Study for Teaching an Electronics Course Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23920
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