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Web-Based Delivery of Laboratory Experiments and its Effectiveness Based on Student Learning Style

ABSTRACT Web based preparation of students in laboratory based courses may offer unique features and benefits over conventional in-class preparation. Apart from reduced costs and training time, it is an effective tool for education and preparation of large classes, convenient for students due unlimited access without time constraints, and more importantly, it allows mistakes to be made by the users and thus facilitates learning in an active manner. Four interactive web-based modules on Material Sciences related experiments (virtual labs) were developed at the Texas Tech University. The aim was to help undergraduate students learn more about the objectives and procedures of laboratory experiments in order to be better prepared for performing their tasks during the physical experiment. The intention of this project was to assess the benefits of both web based training in performing the actual experiments and in the learning of students. Furthermore, we wanted to assess the perceived effectiveness of the software as a function of the student learning style and GPA performance. Access to modules was given to several sections of Materials Science Laboratory Course. A pre-lab quiz was given to all students to test the students’ understanding of objectives, procedure and the anticipated results of the experiment. The learning styles of the students were determined using the on-line Index of Learning Style (ILS). The laboratory report and test scores were compared across those sections that were exposed and not exposed to the virtual laboratories. The scores were also correlated to the GPA of the students and their scores of learning style questionnaire. In all cases, the student groups that were exposed to virtual labs performed better in both laboratory quizzes and reports. The improvement in performance was statistically significant in majority of comparisons. Our research also showed all students regardless of their GPA level benefited from the virtual labs. Based on the ILS scales, our results show that active and sensing learners benefited more from the virtual labs than visual learners.

INTRODUCTION Web based preparation of students in laboratory based courses may offer unique features and benefits over conventional in class preparation. It is generally beneficial for the students to have a more informed view of the objectives, equipment, and procedures of a laboratory experiment beforehand; however, in many situations this is not possible and students have to rely on handouts that do not provide any real insight into the actual experiment. Virtual experiments may be used as an on-line preparation tool to prepare the students using animations, video clips, interactive quizzes, and semi-open-ended structure. This not only enhances the learning objectives and in general learning but also helps them be more proactive during the actual experiment. Recently, there have been numerous efforts in adopting web-based technology for laboratory education in various fields of engineering. For example, Elsherbeni et al. [1] developed one of the early virtual laboratories in microwave and electronics as purely a visualization tool. Some of the other notable efforts are by Monter-Hernandez et al. [2] in power electronics and Avouris et al. [3] in computer-assisted laboratory courses. Some of the more

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Hashemi, J., & Kholamkar, S., & Chandrashekar, N., & Anderson, E. (2006, June), Web Based Delivery Of Laboratory Experiments And Its Effectiveness Based On Student Learning Style Paper presented at 2006 Annual Conference & Exposition, Chicago, Illinois. 10.18260/1-2--1158