[论文解读] Can in-home laboratories foster learning, self-efficacy, and motivation during the COVID-19 pandemic? -- A case study in two engineering programs

Jonathan Álvarez Ariza|arXiv (Cornell University)|Mar 30, 2022

Problem and Project Based Learning被引用 5

一句话总结

本研究在新冠疫情背景下，评估了在两个工程专业中采用基于问题学习（PBL）和实体实验套件的居家实验教学模式。学生收到实验套件，通过视频和博客记录学习进展，并获得教师反馈，结果在学业表现、自我效能感、学习动机方面均有提升，焦虑水平降低，表明远程实践学习能够有效支持工程教育中的认知与情感学习领域。

ABSTRACT

The COVID-19 pandemic has represented a challenge for higher education in terms to provide quality education despite the lockdown periods, the transformation of the in-person classes to virtual classes, and the demotivation and anxiety that are experimented by the students. Because the basis of engineering is the experimentation through hands-on activities and learning by doing, the lockdown periods and the temporary suspension of the in-person classes and laboratories have meant a problem for educators that try to teach and motivate the students despite the situation. In this context, this study presents an educational methodology based on Problem-Based Learning (PBL) and in-home laboratories in engineering. The methodology was carried out in two phases during 2020, in the academic programs of Industrial Engineering and Technology in Electronics with (n=44) students. The in-home laboratories were sent to the students as part of "kits" with the devices needed in each subject. Besides, due to the difficulties in monitoring the learning process, the students made videos and blogs as a strategy to reinforce their learning and evidence the progress in the courses. The outcomes of the methodology show mainly the following points: (1) An improvement of the academic performance and learning of the students in the courses. (2) A positive influence of the usage of in-home laboratories in motivation, self-efficacy, and reduction of anxiety. (3) Positive correlations between the usage of in-home laboratories, the blogs and videos, and the teacher's feedback for learning, motivation, and self-efficacy. Thus, these results evidence that other alternatives that gather the cognitive and affective learning domains can emerge from engineering to deal with the educational problems produced by the crisis periods.

研究动机与目标

• 为应对疫情期间封锁导致的实践学习维持挑战。
• 探究居家实验是否能够维持工程专业学生的学业表现、学习动机与自我效能感。
• 评估学生自主生成的记录（视频与博客）及教师反馈在支持远程学习中的作用。
• 探索通过替代性实验教学模式，在工程课程中整合认知与情感学习领域的方法。

提出的方法

• 在两个工程专业（工业工程与电子技术）中实施基于问题学习（PBL）教学框架。
• 向44名学生发放包含必要元器件的实体居家实验套件，以支持动手实验。
• 学生通过自录视频和反思性博客记录学习过程，以展示其进展与理解。
• 教师定期对学生的视频与博客提供反馈，以强化学习并支持自我效能感发展。
• 数据收集包括学业表现、自我效能感调查、学习动机评估，以及对学生自主生成内容的分析。
• 对学习成果、情感反应，以及记录、反馈与学生表现之间相关性的定量与定性分析。

实验结果

研究问题

• RQ1 居家实验在远程学习期间在多大程度上提升了工程专业学生的学业表现？
• RQ2 参与居家实验在多大程度上影响了学生在疫情期间的自我效能感与学习动机？
• RQ3 学生自主生成的视频与博客在提升学习效果与情绪福祉方面发挥何种作用？
• RQ4 教师对记录内容与实验参与情况的反馈与学生表现之间存在何种相关性？
• RQ5 居家实验能否有效弥合工程教育中认知与情感学习领域之间的差距？

主要发现

• 参与居家实验项目的学生在学业表现方面相比以往学生群体有明显提升。
• 学生学习动机与自我效能感显著提升，干预期间焦虑水平降低。
• 发现居家实验、学生记录（视频与博客）及教师反馈与学习成果之间存在强烈正相关。
• 积极通过视频与博客记录学习过程的学生，报告了更高的参与度与能力自信。
• 将PBL与实体套件及反思性记录相结合，形成了一套可持续的远程工程教育模式。
• 本研究证实，居家实验在危机时期能够有效支持工程教育中的认知与情感学习领域。