A Scoping Review of Online Laboratory Learning Outcomes in Engineering Education Research
- Conference
- Location
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Baltimore , Maryland
- Publication Date
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June 25, 2023
- Start Date
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June 25, 2023
- End Date
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June 28, 2023
- Conference Session
- Tagged Division
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Experimentation and Laboratory-Oriented Studies Division (DELOS)
- Page Count
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15
- DOI
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10.18260/1-2--42499
- Permanent URL
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https://peer.asee.org/42499
- Download Count
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188
Paper Authors
Isaac D. Dunmoye University of Georgia
Dunmoye Isaac is an Engineering Education Ph.D. student, in the College of Engineering, University of Georgia. His area of research focuses on students' learning, cognition and engagement in virtual and online learning environments. He is interested in qualitative, quantitative and mixed methodology research that are needed for proper design of instructional material, necessary for harnessing and experimenting the multidisciplinary nature of engineering context to make engineering education suitable for the 21st century.
Deborah Moyaki
University of Georgia
orcid.org/0009-0005-7441-0306
Deborah Moyaki is a doctoral student in the Engineering Education and Transformative Practice program at the University of Georgia. She holds a bachelor’s degree in Educational Technology and is excited about the possibilities technology offers to the learning experience beyond the formal classroom setting. Her research focuses on improving the educational experience of engineering students using virtual reality labs and other emerging technologies.
Adurangba Victor Oje University of Georgia
Dr. Victor Oje holds a B.Eng in Electrical/Electronics Engineering and a doctorate in Engineering from the University of Georgia. His research interests lie in the instructional and pedagogical design of emerging learning technologies for learning and instruction in engineering education. He is also interested in systematic reviews and meta-analysis. He applies his robust research skillset in non-academic domains as a UX researcher and an independent program evaluation contractor.
Nathaniel J. Hunsu University of Georgia
Nathaniel Hunsu is an assistant professor of Engineering Education. He is affiliated with the Engineering Education Transformational Institute and the school of electrical and computer engineering at the university. His interest is at the nexus of the res
Dominik May
University of Wuppertal
orcid.org/0000-0001-9860-1864
Dr. May is a Professor at the University of Wuppertal. He researches online and intercultural engineering education. His primary research focuses on the development, introduction, practical use, and educational value of online laboratories (remote, virtual, and cross-reality) and online experimentation in engineering and technical education. In his work, he focuses on developing broader educational strategies for designing and using online engineering equipment, putting these into practice, and providing the evidence base for further development efforts. Moreover, Dr. May is developing instructional concepts to bring students into international study contexts to experience intercultural collaboration and develop respective competencies.
Dr. May is President of the International Association of Online Engineering (IAOE), which is an international nonprofit organization to encourage the wider development, distribution, and application of Online Engineering (OE) technologies and their influence on society. Furthermore, he serves as Editor-in-Chief for the International Journal of Emerging Technologies in Learning (iJET) intending to promote the interdisciplinary discussion of engineers, educators, and engineering education researchers around technology, instruction, and research. Dr. May has organized several international conferences in the Engineering Education Research field.
Abstract
This scoping review reports an ongoing review that synthesizes existing online laboratories research in engineering education. The paper identifies the learning outcomes that are assessed in empirical studies of online laboratories, the measurement tools that are used to assess these outcomes, and the adequacy of these tools. The review was based on studies selected after an extensive search of academic databases using relevant search terms and strategies. The articles retrieved were filtered using inclusion and exclusion criteria that helped us identify peer-reviewed articles, published on online laboratory learning outcomes within the last two decades (2002 - 2022). The selected articles were read and coded based on the KIPPAS (Knowledge and Understanding, Inquiry Skills, Practical Skills, Perception, Analytical Skills, Social and Scientific Communication) framework. The findings from this review suggest there is a need for more research into students' practical, inquiry, and analytical learning outcomes. This study also identifies current practices and identifies gaps in the existing literature. The implication of the findings for further research and practice were also discussed.
Dunmoye, I. D., & Moyaki, D., & Oje, A. V., & Hunsu, N. J., & May, D. (2023, June), A Scoping Review of Online Laboratory Learning Outcomes in Engineering Education Research Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--42499
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