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Table 3 Interactions and major findings in remote science undergraduate laboratories

From: Understanding interactions in face-to-face and remote undergraduate science laboratories: a literature review

Subject

Type of Interactions

Major Findings

References

Physics

S-S, S-I interaction via video and text chat

A combination of the simulated and remote laboratory provided more rich collaboration between learners, as well as between learner and instructors.

(Scheucher et al., 2009)

Science and engineering

S-S, S-I, S-E interactions

The frequency of S-S and S-I interactions decreased

(Cooper & Ferreira, 2009)

N/A

S-S and S-I interactions

The Collaborative Support system increased student engagement and the number of completed assignments.

(Luis de la Torre et al., 2013)

Science

S-I Interactions

Students were more engaged in remote laboratories watching the real live video.

(Sauter et al., 2013)

Chemical Engineering

S-S, S-I and S-E interactions

The Cooperative Weblab increased higher student engagement levels.

(Le Roux et al., 2009)

Chemical Engineering

S-S Interactions

Students preferred three members in a group.

(Botero et al., 2016)