You are here:

Virtual Interactive Laboratories and e-Learning
PROCEEDINGS

, , LAAPlatform Group / UNCGreensboro, United States

AACE Award

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Vancouver, Canada ISBN 978-1-880094-57-0 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Full Text

Abstract

If online learning is to seriously compete in the educational marketplace, the challenge of offering robust and highly interactive, asynchronous laboratory courses which include student decision-making, selection of equipment and instrumentation, data collection and analysis and the capability to make mistakes must be met. The LAAPlatform Group at UNCGreensboro has produced modular and extensible architecture which answers these challenges. Central to the laboratory environment is the dialog between user and virtual tutor; branching based on student answers permit nearly one-to-one tutoring and hence solves a second intractable problem: cost barriers which have prevented the economic attractiveness of e-learning from being reached. HCI decisions are based on interactions among specialists in content, educational research, media specialists and student feedback. A back end database permits extensive research on cognitive learning. Developmental strategies and status for LAAPhysics, an algebraic college level course in mechanics based on the LAAPlatform is described.

Citation

Meisner, G. & Hoffman, H. (2005). Virtual Interactive Laboratories and e-Learning. In G. Richards (Ed.), Proceedings of E-Learn 2005--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 120-127). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved December 9, 2023 from .

© 2005 Association for the Advancement of Computing in Education (AACE)

Keywords

References

View References & Citations Map
  1. Aarons, A. (1997). Teaching Introductory Physics. John Wiley& Sons. Attila.stevens-tech.edu/soe/Academics/remote_lab.html (2004), for example.
  2. Bork, A. (2001). What is needed for effective Learning on the Internet?. Educational Technology and Society 4 (3).
  3. Christian, W. & Belloni, M. (2001). Physlets: Teaching Physics with Interactive Curricular Material. Prentice Hall.
  4. Davenport, R. (2001). Are we having fun yet? Joys and Sorrows of Learning Online. Science, 293, 5535, 1619-1620.
  5. Davenport, R. (2001). Are we having fun yet? Joys and Sorrows of Learning Online, Science, 293,5535, 16191620.
  6. Francis, A. & Couture, M. (2003). Credibility of a Simulation-Based Virtual Laboratory: An Exploratory Study of Learner Judgments of Verisimilitude. Jl. Of Interactive Learning Research 14 (4), 439-464.
  7. Friedman, R. & Deek, F. (2002). Problem-Based Learning and Problem-Solving Tools; Synthesis and Direction for Distributed Education Environments. Interactive Learning Research 13 (3) 239-257.
  8. Halloun, I & Hestenes, D (1985). Initial Knowledge State of College Physics Students, Am. J. Phys. 53 : 1043-1055.
  9. Hestenes, D. (2004). Http://modeling.asu.edu/modeling.html.
  10. Jonassen, D. (1991). Cognitive Flexibility Theory and Its Implications for Designing CBI Instructional Models in Computer-Based Learning Environments, Dijkstra, H. Krammer, & J. Van Merrienboer (Eds.), Berlin: SpringerVerlag.
  11. Karelis, C. (1999) Education Technology and Cost Control: Four Models. Syllabus, 12 (6) 20-28.
  12. Lavoy, M & Newlin, M (2003). Computer Mediated Communication: Online Instruction and Interactivity Jl. Of Interactive Learning Research 14(2), 157-165.
  13. Laws, P. (1996). Workshop Physics Activity Guide. John Wiley& Sons, 1996.
  14. Lehrer, R. & Schauble, L. (2000). The development of model-based reasoning. Journal of Applied Developmental Psychology 21 (1), 39-48.
  15. Leontiev, A. (1972) Sign and Activity, The Concept of Activity in Soviet Psychology, J.V. Weertsch (Ed.), New York.
  16. McDermott, L. (2001). Oersted Medal Lecture 2001: Physics Education Research– The Key to Student Learning. Am. J. Phys. 69 (11) 1127-1137.
  17. Meisner, G. & Hoffman, H. (2003). Changing Online Paradigms: Beyond Information Transmission Lectures to Research-Based Interactive Science Laboratories, Computer Based Learning in Science, Conference Proceedings, Cyprus. 289-295.
  18. Meisner, G. & Hoffman, H. (2005) www.threedmlab.org
  19. Meisner, G. & Hoffman, H. (2005). 3D Synchronous Online Multiplayer Physics Laboratory, American Association of Physics Teachers Announcer, 34 (4), 115.
  20. Meisner,G. & Hoffman, H. (2005) www.laaphysics.org Oosterhof, Albert (1994). Classroom Applications of Educational Measurement. 2nd ed. Merrill.
  21. Roth, W., McRobbie, C., Lucas, K., & Boutonne, S. (1997). Why may students fail to learn from demonstrations? A social practice perspective on learning in physics. Journal of Research in Science Teaching, 34, 5, P. 509 – 533,
  22. 1997.Van Heuvelen, A. (1991). Learning to Think Like a Physicist: A Review of Research-Based Instructional Strategies”, Am. J. Phys 59 (10) 891-897.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References