Developing and Delivering a Remote Experiment based on the Experiential Learning framework during COVID-19 Pandemic

The students following Engineering disciplines should acquire a conceptual understanding of the concepts and the processors and attitudes. There are two recognizable learning environments for students: classroom and laboratory environments. With the COVID-19 Pandemic, both environments merged to online environments, impacting students' processes and characteristic attitudes development. This paper introduces a theoretical framework based on experiential learning to plan and deliver processes online. A case study based on the power-factor correction experiment was presented. The traditional experiment that runs for 2 hours was broken into smaller tasks such as pre-lab activity, simulation exercise, PowerPoint presentation, remote laboratory activity, and final report based on the experiential learning approach. The delivery of the lab under online mode delivery was presented. Then students' performance was compared before and after the online mode of delivery. It was found that students' performance on average has a distinct improvement. In order to obtain students' reflections about the online experiential learning approach, a questionnaire that carries close and open-ended questions was administered. The majority of the students liked the approach followed and praised for allowing them to experiment in a novel way during the COVID-19

Experiential Learning Builds Cybersecurity Self-Efficacy in K-12 Students

In recent years, there have been increased efforts to recruit talented K-12 students into cybersecurity fields. These efforts led to many K-12 extracurricular programs organized by higher education institutions. In this paper, we first introduce a weeklong K-12 program focusing on critical thinking, problem-solving, and igniting interest in information security through hands-on activities performed in a state-of-the-art virtual computer laboratory. Then, we present an inquiry-based approach to design hands-on activities to achieve these goals. We claim that hands-on activities designed based on this inquiry-based framework improve K-12 students’ self-efficacy in cybersecurity as well as their problem-solving skills. The evaluation of the program showed that the participants made significant progress towards achieving the learning outcomes of the program and developed self-efficacy in cybersecurity

Experiential Learning of Using Digital Tools in Construction Management Education

The Fourth Industrial Revolution (IR4.0) is gradually reshaping the entire construction industry. It is not an option that skills and abilities in a wide range of digital technologies should be part of the construction management curriculum. The sheer lack of skills and expertise in the shift to digital construction is related to the insufficiency of hands-on activities using various digital tools. This study outlines the experience learning of utilising digital tools in construction management education. The purpose of this article is to investigate the extent to which Experiential Learning Theory (ELT) influences students' perceptions of digital tools. The student association in the construction management programme offered at Universiti Teknologi MARA (UiTM) designed and organised a hands-on workshop activity approach to address the issue of lack of proficiency in using digital tools such as Autodesk Revit (BIM system), Microsoft Excel (Quantity Take-Off). The method begins with a basic grasp of digital tools for construction-related applications. Then, step by step, explores the computer interface ribbons, shortcuts, and associated tabs. The proposed method is examined in faculty computer laboratories by employing practical learning for both digital tools (i.e. Revit and Excel) in either creating a three-dimensional (3D) BIM Model or the capacity to calculate material amounts. Based on the assessment results, the strategy helps students master the digital tools and implement such activities in their official course module

Simulation to Application. The Use of Computer Simulations to Improve Real-World Application of Learning

Simulations have been used in training and education for years to aid students in gaining the skills needed to complete a task in a low risk environment. However, students can have trouble connecting the skills used in the simulated working environments to skills that are needed to be applied in the real-world environment, referred to as adaptive transfer. The simulations referred to in this study are simulated environments that mirror students kill application, not a simulation of an event that is meant to aid students in the development of concept knowledge around the demonstrated event. This study examines students\u27 ability to transfer skills learned during a simulation activity to that of a real-world application setting. The study is situated within an introductory engineering computing course in which students are required to work within MyITLab to gain familiarity with using Microsoft Office Software, specifically Microsoft Excel. In this setting, students are expected to use high fidelity simulations, complete online course work based upon these simulations, and then complete a comprehensive exam to demonstrate skills learned with the real-world application. Guided by Kolb\u27s experiential learning theory, end of course surveys were implemented to investigate student self-efficacy, the adaptive transfer process, and students\u27 perceived ability to successfully use this software for real world productivity outside of the classroom environment. Survey questions focused upon the student experience when working with simulation software and how using the software enabled them to use Microsoft Excel effectively. Survey results were correlated with course grades from preparation simulation activities and the final application exam. The implementation of simulated activities within the course was found to reflectively engage students with the content of the activity and provide students with a true experimental environment in order to create a real-world project. By gaining a better understanding of how students transfer knowledge from the simulated activity environment to the application environment, while capturing individual learning preferences, instructors will be able to better aid students to more effectively transition skills between different types of environments and create a more holistic learning environment that converts theoretical understanding into practical application

TRAINING HIGHER EDUCATION BIOSCIENCE STUDENTS WITH VIRTUAL REALITY SIMULATOR

Laboratory training is the cornerstone of science education in higher education. However, in several cases hands-on experimental procedures are not possible, and therefore technology provide alternative educational methods. One of the rapidly evolving technologies, namely Virtual Reality (VR) can offer multiple benefits in laboratory training through the development of simulations and virtual laboratories that support, facilitate, and promote an effective their learning experience. We present an empirical research carried out at the Department of Molecular Biology and Genetics of the Democritus University of Thrace during the winter semester of the academic year 2020-2021. 51 undergraduate students carried out a Virtual Reality activity aiming to train them to the use of a Class II Biosafety Cabinet (BSC) in an immersive virtual environment. Our results show that VR approach was highly and enthusiastically accepted by the students; they reported that they had an authentic learning experience which enabled them to better achieve the learning objectives. However, in some cases symptoms like dizziness and blurry image were reported most likely due to equipment, showing that improvement of the equipment used in VR is needed. Article visualizations

CADE SIMU AS A SIMULATION AND LEARNING TOOL FOR PROGRAMMABLE LOGIC CONTROLLERS

This document presents the CADE SIMU software as a tool for testing control and power schemes of electric motors manipulated from programmable logic controllers (PLC), it should be noted that the use of software simulators type in higher education help the future engineer to stage the real behavior of a system, In this case it is used in the subject of  fundamentals of control and automation of the Mechanical Engineering program at the Universidad Francisco de Paula Santander Ocaña as part of the methodology is the use of simulation software as support for learning and solving cases in the area of Industrial automation, this software allows to explore, analyze, understand, correlate and experiment in the virtual world solutions that can later be applied to solve a real problem

Applying Kolb's Experiential Learning Cycle for Laboratory Education

This article was published in the journal, Journal of Engineering Education [© American Society for Engineering Education] and the definitive version is available at: http://www.asee.org/publications/jee/index.cfmThis paper describes a model for laboratory education based on Kolb’s experiential learning theory. The method is implemented using modern teaching technologies and a combination of remote, virtual, and hands-on laboratory sessions and have been applied to the teaching of the undergraduate process control laboratory at the Chemical Engineering Department at Loughborough University, United Kingdom. An argument that poor learning in the laboratory is due to insufficient activation of the prehension dimension of Kolb’s cycle was suggested and verified, providing a pedagogical explanation. The quantitative analysis showed significant enhancement of the learning outcomes of the experimental group compared with the control group. Apart from the hands-on session, the proposed model involves additional activities, such as pre- and post-lab tests and virtual laboratory sessions, which are associated with Kolb’s cycle to facilitate constructivist learning. The paper provides the first laboratory education model that builds thoroughly on Kolb’s experiential learning theory

Using Simulations to Prepare for College and Careers in Information Technology

While simulators can be used in place of hands-on hardware, there was not a significant body of quantitative research supporting the use of simulators for college and career success at the secondary level in information technology (IT). The purpose of this quantitative, nonexperimental study was to determine if there was a significant difference in college and career readiness of New York state high school students in approved IT content cluster high school programs, between those who use simulations and those who use hands-on hardware. Kolb\u27s theory of experiential learning was the theoretical foundation for this research. The research questions examined whether there was a significant difference in the written exam grades, the hands-on exam grades, and the certification pass rates of students, based on the percentage of simulation used in their coursework. A survey was used to collect data on 60 students. A one-way Welch ANOVA indicated no significant difference in written grades between groups. A Kruskal-Wallis ANOVA showed statistical significance between groups using all simulated labs and less than 50% simulated labs, as well as between all simulated labs and 50% or greater simulated labs for hands-on grades. Fisher\u27s Exact Test indicated that the proportion of students in the less than 50% simulated labs group who earned industry-level certifications was statistically significantly higher than the 50% or greater simulated labs group or the all simulated labs group. Implications for social change are that workers with entry-level IT skills can fill jobs in the growing IT field that offers well-paying jobs with more promising futures

Reviews

John Bowden and Ference Marton, The University of Learning: Beyond Quality and Competence in Higher Education, London: Kogan Page, 1998. ISBN: 0–7494–2292–0. Hardback, x310 pages, £35.00