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) |