Ideas for supporting student-centered stem learning through remote labs: a response
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Ideas for supporting student‑centered stem learning through remote labs: a response Richard E. West1 · Rebecca Sansom1 · Jennifer Nielson1 · Geoff Wright1 · R. Steven Turley1 · Jamie Jensen1 · Michael Johnson1 Accepted: 17 November 2020 © Association for Educational Communications and Technology 2020
Abstract This paper is in response to the article entitled “Identifying potential types of guidance for supporting student inquiry when using virtual and remote labs in science: a literature review” by Zacharia et al. (2015). In their review, Zacharia et al. (2015) adopted de Jong and Lazondo’s (2014) framework of five inquiry phases for online labs: orientation, conceptualization, investigation, conclusion, and discussion. Zacharia et al. reviewed the literature on Computer-supported Inquiry Learning (CoSIL), and identified best practices for each phase. They concluded, for example, that the orientation/conclusion/discussion phases received the least amount of guidance, while there were many more tools and strategies for providing guidance in the conceptualization/investigation phases. In this paper, we adopt the same inquiry framework as Zacharia et al. (2015) and report strategies that we learned from STEM faculty about how they supported and guided virtual student lab-based learning in these five phases during the recent COVID-19 shutdown. While Zacharia et al. identified tools and processes for enabling all five inquiry phases, add additional practical examples of faculty implementing these phases online as part of COVID-19 emergency remote teaching, and we provide insights for extending the 5-phase framework for future research. Keywords Lab-based learning · Studio-based learning · Virtual labs · Virtual studios · Inquiry-based learning
Introduction The COVID-19 pandemic of 2020 was exceptionally disruptive for many industries around the world. In education, there has been a varying level of readiness to adapt to emergency remote teaching (ERT). Some instructors, schools, and disciplines had been developing online learning materials previously and were quick to adapt. However, the transition has Response to this original paper: https://link.springer.com/article/10.1007/s11423-015-9370-0. * Richard E. West [email protected] 1
Brigham Young University, Provo, UT, USA
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been much more difficult for others, particularly those disciplines that rely on hands-on, active learning approaches—including STEM disciplines. In these disciplines, there has been an increased emphasis on adopting student-centered, evidence-based learning practices, only to have the transition complicated by COVID19. Code et al. (2020) surveyed teachers in technology education about their main concerns, and reported, “the switch to ERT impacted the teachers’ ability to support handson competency development owing to inequitable student access to tools, materials and resources.” Solving this puzzle of how to provide active learning online is a critical concern, as Zayapragassarazan (2020) ar
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