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Assessing of human exposure to electromagnetic field is one of the tasks of a telecommunication engineer. This activity has significant social interest, as the measured levels must comply with health safety limits. It is also an appealing area for students as it integrates concepts related to radiofrequency, antennas, and propagation, both theoretically and practically. We offer our students practical activities for measuring field levels, using test and measurement equipment. Additionally, we have developed a virtual reality tool to enhance our students' skills in this area, which is presented in this paper. We compare the learning outcomes of two separate groups of students to validate the performance of this new tool. The first group attended a lesson with theoretical content and then performed outdoor measurements. The second group had the added virtual reality experience before using the test equipment. Quantitative results show an improvement in the assimilation of the concepts, and qualitative feedback from the users confirms the effectiveness of this approach. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Curriculum & Teaching Methodology / Maǧallaẗ al-Manāhiǧ wa-Turūq al-Tadrīs is the property of Arab Journal of Sciences & Research Publishing (AJSRP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Scientific Research / Elmi Tədqiqat is the property of Azerbaijan Science Center and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Due to the COVID-19 pandemic and the stay-at-home order implemented by the New York State Governor, the introductory undergraduate biology courses were changed to an at-home remote learning modality. To provide conceptual learning and hands-on experience, the second semester introductory biology laboratory course utilised a multi-modal learning approach through the use of take-home experiments with virtual labs and meetings. This study aims to determine whether learning outcomes in conceptual understanding, hands-on experience, writing skills, and critical thinking are enhanced. There is little data showing the impact of take-home experiments on learning and in combination with virtual labs. Although student preference is for face-to-face learning, the average lab report, exams, and final grades were significantly increased during remote learning. The grade increase may be due to the repetitive nature of instruction in combination with the independent at-home experiments. This multi-modal approach seems to enhance conceptual learning and suggests that the combination of take-home experiments with virtual learning improves the core learning objectives in the second semester introductory biology labs. [ABSTRACT FROM AUTHOR]

Hellenic Open University has been developing Onlabs, a virtual biology laboratory simulating its on-site laboratory, for its students to be trained before the on-site learning activities. The evaluation of user performance in Onlabs is based on a scoring algorithm, which admits some optimization by means of Genetic Algorithms and Artificial Neural Networks. Moreover, for a particular experimental procedure (microscoping), we have experimented with incorporating into it some background knowledge about the procedure, which allows one to break it down in a series of conceptually linked steps in a hierarchical fashion. In this work, we review the flat and hierarchical modes used for the calibration of the automated assessment mechanism and offer an experimental comparison of both approaches with the aim of devising automated scoring schemes which are fit for training in an at-a-distance learning context. Overall, the genetic algorithm fails to deliver good convergence results in the non-hierarchical setting but performs better in the hierarchical one. On the other hand, the neural network most of the time converges, with the non-hierarchical network achieving a slightly better convergence than the hierarchical one, with the latter, however, delivering a smoother and more realistic assessment mechanism. [ABSTRACT FROM AUTHOR]

A Study with undergraduate engineering students was conducted in order to evaluate whether cognitive and comprehending ability can be improved by incorporating the tool based learning. The simulator tools and virtual labs were used to represent tool based learning. The study was conducted on three different years of students. In the first stage course content was delivered using the traditional mode that is chalk and board and later the same content was delivered using software tools having visualization effects. A total of 422 students participated in the study. Pre-tool and post-tool learning tests were conducted, a statistical analysis was done to understand the effects of tool-based learning on cognitive and comprehending ability of the students using the concept of minimization of the given boolean expression, which can be solved in two methods which depends on cognitive ability and Quine-McCluskey (QMC) method which depends on the comprehending ability of the student. A survey was conducted to gauge the learning experience of the students. In this experimental research process data is collected on pre and post tool learning along with analysis of students learning outcomes. The findings indicate a significant positive effect of software tool based learning approach on student's ability to minimize the Boolean expression. The research aims at filling the gap of understanding software tools role in teaching and learning process. [ABSTRACT FROM AUTHOR]

Computer-supported learning technologies are essential for conducting hands-on cybersecurity training. These technologies create environments that emulate a realistic IT infrastructure for the training. Within the environment, training participants use various software tools to perform offensive or defensive actions. Usage of these tools generates data that can be employed to support learning. This paper investigates innovative methods for leveraging the trainee data to provide automated feedback about the performed actions. We proposed and implemented feedback software with four modules that are based on analyzing command-line data captured during the training. The modules feature progress graphs, conformance analysis, activity timeline, and error analysis. Then, we performed field studies with 58 trainees who completed cybersecurity training, used the feedback modules, and rated them in a survey. Quantitative evaluation of responses from 45 trainees showed that the feedback is valuable and supports the training process, even though some features are not fine-tuned yet. The graph visualizations were perceived as the most understandable and useful. Qualitative evaluation of trainees' comments revealed specific aspects of feedback that can be improved. We publish the software as an open-source component of the KYPO Cyber Range Platform. Moreover, the principles of the automated feedback generalize to different learning contexts, such as operating systems, networking, databases, and other areas of computing. Our results contribute to applied research, the development of learning technologies, and the current teaching practice. [ABSTRACT FROM AUTHOR]

Copyright of RIED: Revista Iberoamericana de Educación a Distancia is the property of Revista Iberoamericana de Educacion a Distancia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract — The objectives of this study were to develop the Laboratory of Immersive Learning in Health and Nursing - LIASE, based on the main themes of biosafety in health, and to evaluate the learning process of undergraduate nursing students from a public federal university through portable Electroencephalogram (EEG) Emotiv Insight 2.0, observation, and Intrinsic Motivation Inventory. The present research contains a qualitative-quantitative, exploratory, and experimental methodology from a pilot virtual laboratory, developed in the Immersive Virtual World - IVW, represented in this study by Second Life - SL. The sample consisted of 17 students who agreed with the inclusion criteria of the study. Among them, 9 students had stable EEG signals. Those students were observed during the monitoring of brain activity by the EEG, and at the end of the proposed learning pathway, they filled out the Intrinsic Motivation Inventory. Intrinsic Motivation Inventory (IMI). The results were obtained through triangulation of the different collection instruments and the variables - Stress, Enthusiasm/Excitement, Engagement, Focus/attention, and Relaxation, measured and verified by the Emotiv algorithm's brain wave analysis, which algorithm which correspond to the metrics of brain performance.

AbstractThe transformation of the chemical engineering profession is occurring in response to the industry needs of the rapidly-developing bioeconomy and biosector across Europe. To meet these requirements, a new Biotechnology and Bioprocessing module has been designed and offered to Chemical Engineering undergraduates at Aston University, UK. This module bridges chemical engineering and biosciences disciplines, providing students with new skills and knowledge to better understand the opportunities available to chemical engineering professionals within the biosector. Here, we evaluate how the use of digital technologies enhances the student’s learning experience using a range of innovative learning activities delivered in a digital environment. The student’s and author’s perceptions are evaluated, and future improvements identified. This module will contribute to preparing graduates for a successful career in the highly competitive landscape of the bioeconomy and biosector. This pedagogical approach prepares graduates for, hybrid and remote study and working patterns and; changing industrial and digital learning demands.

As organizations gravitate to group‐based structures, the problem of improving performance through judicious selection of group members has preoccupied scientists and managers alike. However, which individual attributes best predict group performance remains poorly understood. Here, we describe a preregistered experiment in which we simultaneously manipulated four widely studied attributes of group compositions: skill level, skill diversity, social perceptiveness, and cognitive style diversity. We find that while the average skill level of group members, skill diversity, and social perceptiveness are significant predictors of group performance, skill level dominates all other factors combined. Additionally, we explore the relationship between patterns of collaborative behavior and performance outcomes and find that any potential gains in solution quality from additional communication between the group members are outweighed by the overhead time cost, leading to lower overall efficiency. However, groups exhibiting more "turn‐taking" behavior are considerably faster and thus more efficient. Finally, contrary to our expectation, we find that group compositional factors (i.e., skill level and social perceptiveness) are not associated with the amount of communication between group members nor turn‐taking dynamics. In a pre‐registered experiment, we compare the effects of four widely studied attributes of group composition and find the group's average skill level, their skill diversity, and their social perceptiveness to be significant predictors of collective performance, with the predictive power of average skill level dominating other factors. [ABSTRACT FROM AUTHOR]

Welcome to Volume 50, Issue 1, of The Canadian Journal of Learning and Technology (CJLT). CJLT is a decades-old peer-reviewed journal that invites English or French submissions on the research and practice of education, technology, and learning. This bilingual journal is free-of-charge to anyone with access to the Internet, is multi-indexed, and presented in accessible formats. There are no article submission/publication fees or access charges.

Hellenic Open University has been developing Onlabs, a virtual biology laboratory simulating its on-site laboratory, for its students to be trained before the on-site learning activities. The evaluation of user performance in Onlabs is based on a scoring algorithm, which admits some optimization by means of Genetic Algorithms and Artificial Neural Networks. Moreover, for a particular experimental procedure (microscoping), we have experimented with incorporating into it some background knowledge about the procedure, which allows one to break it down in a series of conceptually linked steps in a hierarchical fashion. In this work, we review the flat and hierarchical modes used for the calibration of the automated assessment mechanism and offer an experimental comparison of both approaches with the aim of devising automated scoring schemes which are fit for training in an at-a-distance learning context. Overall, the genetic algorithm fails to deliver good convergence results in the non-hierarchical setting but performs better in the hierarchical one. On the other hand, the neural network most of the time converges, with the non-hierarchical network achieving a slightly better convergence than the hierarchical one, with the latter, however, delivering a smoother and more realistic assessment mechanism.

One issue facing teachers who implement model-based instruction within the school system is the tight curricular schedule. The 'lesson objective tension' calls for investigations to address instructional issues such as how to organise modelling-based instruction at the curriculum level which is across multiple units. We investigated the effect of the cyclic curricular design spacing out three modelling-based instruction units with virtual labs over three semesters, each involving 73, 181, and 150 junior high school students, respectively. Results indicate that, overall, the approach of modelling with virtual labs better promoted students' scientific literacy than the traditional instruction did. Specifically, students with low and moderate school science achievements benefitted more as shown in their scientific literacy scores than did the high achievement students. Furthermore, this study found that receiving one unit of modelling-based instruction may not be sufficient to promote students' scientific literacy, whereas the cyclic approach that suggests students receive two or more units of modelling-based instruction with virtual labs spaced over consecutive semesters had significant effects on promoting students' scientific literacy. The results provide insights into when and how modelling-based learning with virtual labs can promote scientific literacy at a curricular level. [ABSTRACT FROM AUTHOR]

Copyright of Humanities & Educational Sciences Journal is the property of Humanities & Educational Sciences Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de Investigación en Educación is the property of Universidad de Vigo, Facultad de Ciencias de la Educacion y del Deporte and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Despite existing for two decades, digital twin technologies have failed to catch up with similar emerging technologies. The education sector is one area that could use the functionalities provided by digital twins. Defined as virtual replicas of physical reality, digital twins mirror the real objects they represent, including components, infrastructure, architecture, and functionality. Therefore, one should expect a virtual lab to look like a physical one. Educational institutions fast-tracked the digital transformation during the COVID-19 pandemic, as all industries and sectors did. As such, online and distance learning received much hype from stakeholders. However, many institutions failed to utilize digital twins in designing the new digital educational systems. However, similar technologies featured prominently, including virtual reality and artificial intelligence. As outlined in this research, digital twin technologies could encompass all technologies used to design and deploy distance, virtual, or online learning. Current applications illustrate that many institutions focus on developing a digital platform for learners and, in some cases, educators. The full potential of digital twins is yet to be fully realized, meaning that digital twins could develop further to help the education sector reach the necessary evolutionary milestones. [ABSTRACT FROM AUTHOR]

AbstractAs Higher Education Institutions closed for an indefinite period in 2019 due to the COVID19 (coronavirus) pandemic, the urgency to commence with online modes of teaching and learning were realised. The rapid and abrupt transition from face-to-face to online teaching and learning was met with several challenges. However, it prompted new examples of educational innovation using online technologies fostering remote or distance education, such as Virtual Labs. While research suggests that Virtual Labs may improve academic performance, the impact on the students’ independence is limited. This systematic review study aims to determine the effect of VLabs on teaching and self-regulated learning. Fifty-one articles were initially identified from the Web of Science database as a result of the PRISMA guidelines and criteria set out in this study to 16 eligible articles. The following keywords were searched: virtual labs, self-regulation, virtual reality, augmented reality, Higher Education Institution/s, university, college, remote learning, distance learning and online learning. The findings reveal that Higher Education Institutions worldwide are transitioning towards online education. Further findings propose that virtual labs have the ability to initiate self-regulation hence meaningful learning in times of social distancing due to the COVID-19 pandemic. In addition, six key themes were revealed: nurture, truly learner-centred, visualisation, digital natives, learning experience and management skills. This research also provides a strong platform for further research.

This study explores the moderating role of aesthetics and information quality on the technological acceptance of augmented reality. A technology acceptance model with the following variables was used: perceived ease of use, perceived usefulness, attitude towards using, and behavioural intention to use. Analysis was conducted by using structural equation modelling and a participation of 90 engineering students. Participants used an augmented-reality app for electrical resistive circuits, which works as a virtual laboratory. The app allows manipulating circuit elements and computing voltage and amperage values using the loop method, applying Kirchhoff’s voltage law. The results suggest that aesthetics and information quality influence attitudes towards use. These findings show the importance of aesthetics and information quality in accepting augmented reality apps; therefore, designers and developers should consider these factors. This type of study has not been investigated previously. [ABSTRACT FROM AUTHOR]

The paper describes the design and implementation of a virtual lab for on-line lab training on optical communications, part of the 'Optical Communications' course offered at the Dept. of Electrical & Electronic Engineering Educators, School of Pedagogical & Technological Education (ASPETE), Athens, Greece. The virtual lab is based on the OptiSystem 16 software tool while the on-line component was implemented by using the MS-Teams tool of MS-Office. The lab includes a synchronous and an asynchronous part. Since the virtual lab was offered for the first time, students' response was evaluated on the basis of the submitted lab reports to allow for proper corrective actions during the subsequent academic year. Results were encouraging in that 79% of the students achieved a passing grade, however, 60% of students either failed or attained a low passing grade, which leaves room for improvement. Further analysis revealed a lack of a proper background in mathematics, physics and essential signal quantities. Future actions will include an investigation of the optimum combination between the physical and the simulation lab, development of short notes and multiple-choice questions, a closer association between the lab work and relevant small tasks/projects and a more systematic feedback process. [ABSTRACT FROM AUTHOR]

The prolongation of the online education period is a significant challenge nowadays in Ukraine. Due to the ongoing war in Ukraine, educational institutions have been destroyed, leading to a significant movement of students both within the country and abroad. Consequently, the quality of educational services has suffered, particularly in technical specialties that require hands-on and laboratory work. The objective of this article is to explore solutions for training Ukrainian students in technical fields under the circumstances of war, with a focus on ensuring their safety and improving the overall quality of education. This article analyzes the existing methods of conducting laboratory work in remote settings. It identifies that distance learning at foreign universities, without the necessity of physical relocation, holds the most promising potential. Moreover, it recommends leveraging the "My Digital Electrical Engineering" (MDEE) laboratory, developed at RTU, for conducting remote laboratory work. A comprehensive examination of the MDEE laboratory is presented, along with a step-by-step algorithm for integrating it into the educational process at KhNAHU. The findings of this study can be utilized to enhance distance learning practices in Ukrainian technical universities. This, in turn, will enable students to continue their education during the war while ensuring their safety and facilitating the acquisition of knowledge at a high standard. [ABSTRACT FROM AUTHOR]

Copyright of Humanities & Educational Sciences Journal is the property of Humanities & Educational Sciences Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Synthesizing the advancements in technology with classroom practices depends considerably on teachers acceptance of such internet and communication technology (ICT) tools. Adequate teacher training and upgrading of their IT skills are not prioritized in developing economies leading to poor adoption of emerging technology assisted pedagogic interventions. This paper investigated the underlying characteristics of teachers acceptance of mobile friendly virtual laboratories (M-VLs) as part of a longitudinal study conducted over 5 years covering both pre-pandemic and pandemic periods. Systematic analysis of quantitative data from 650 chemistry teachers was carried out. Viewing through the theoretical lens of Unified Theory of Acceptance and Use of Technology (UTAUT2) theory, the effects of performance expectancy (PE), effort expectancy (EE), social influence (SI), facilitating conditions (FC), hedonic motivation (HM) and habit (HA) on the behavioral intention (BI) and use behavior (UB) were scrutinized. Structural Equation Modeling (SEM) analysis revealed that PE, SI, and HA are the considerable predictors of the BI to use M-VLs and HA is the predictor of UB. The present study found HM influencing teacher's BI and UB before COVID-19. However during COVID-19 the FC influenced usage. Moreover, we found that the technology training focused on enhancing knowledge, skill and, access leads to teachers' are critical to empowering teachers and causing wider adoption. [ABSTRACT FROM AUTHOR]

After the COVID‐19 pandemic, there was an increasing demand for remote learning and an expansion in the substitution of traditional practical sessions with lab‐based virtual tools. This study aimed to assess the effectiveness of virtual labs in practicing biochemical experiments and to examine the student's feedback regarding this tool. Virtual and traditional labs training were compared in teaching qualitative analysis of proteins and carbohydrates experiments for first‐year medical students. Students' achievements were assessed, and their satisfaction regarding virtual labs was estimated using a questionnaire. A total of 633 students were enrolled in the study. There was a significant increase in the average scores of students performing the virtual lab of protein analysis compared with those trained in a real lab and those who watched videos explaining the experiment (p < 0.001). The opposite was noticed in the qualitative analysis of carbohydrates with significantly high grades of students trained conventionally compared with those who practiced with virtual labs (p < 0.001). Students' feedback rates on the virtual labs were high (>70% satisfaction rate). Most students believed virtual labs were supported with a clear explanation, yet they thought it did not give a realistic experience. Students accepted virtual labs, but they still prefer using them as preparatory to classic labs. In conclusion, virtual labs can offer good laboratory practice in the Medical Biochemistry course. Their impact on students' learning might be increased if selected cautiously and implemented properly in the curriculum. [ABSTRACT FROM AUTHOR]

Previous research on gamification and virtual laboratories has suggested that both produce successful educational outcomes, but few studies have looked at both gamification and virtual labs in tandem. Drawing on social cognitive theory, we investigate gamification in the virtual labs' context to examine whether learners' educational performance is enhanced. In particular, we employ leaderboards as a motivational gamification mechanism for more engagement and participation that can result in higher learning outcomes. Using a student sample, our results show that using gamification within a virtual lab environment results in higher student performance; specifically, it helps them complete more-complex tasks and increases their self-efficacy. Our findings show promising evidence that gamification in virtual lab learning environments positively influences learning. [ABSTRACT FROM AUTHOR]

When university instructors face the need to train students on an experimental science, it means there should be a strong load of learning how to work in a laboratory, to understand the techniques, and to interpret results. However, it is often the case that there are difficulties associated e.g. to the lack of laboratory space, instrumentation or time in the course schedule. This article presents some guidance that may help in choosing, designing and particularly implementing practices around virtual laboratories and other simulations of experimental environments and techniques. The objectives are to provide a more active and significant learning, by engaging students in the process, to support and facilitate the practical sessions and, in cases where real experiments are not feasible, to provide some alternative exposure of the students to the laboratory work.

Should students investigate with tangible objects and apparatus or are digitally simulated materials and equipment an adequate or perhaps even preferred alternative? This question remains unanswered because empirical evidence is inconclusive and previous reviews are descriptive and synthesize a limited number of studies with small samples. This meta-analysis, therefore, assessed the relative effectiveness of physical versus virtual investigation in terms of conceptual knowledge acquisition and examined whether and how the aggregate effect size was moderated by substantive and methodological study features. Following a systematic search of Web of Science and ERIC for the period 2000–2021, 35 studies comparing physical and virtual investigations were selected for inclusion. Hedges’ g effect sizes for conceptual knowledge acquisition were computed and analyzed using a random effects model. The results showed no overall advantage of either mode of investigation (g = −0.14, 95% CI [−0.33, 0.06]). However, moderator analysis indicated that virtual investigation is more effective for adults compared with adolescents and children, and when touching objects or equipment does not provide relevant sensory information about the concept under study. These results imply that STEM teachers can decide for themselves whether to opt for physical or virtual investigation except when teaching adult students or when touch sensory feedback is substantively irrelevant; in those cases, virtual investigation is preferable.

Some science subjects are often perceived to be difficult and boring by students due to their nature and the way they are taught. This study sought to check the effectiveness of the technology-enhanced instruction method with comprehensive use of virtual labs and animations in teaching nerve cells' (neurons and glial cells) structures and functions. Mayer's cognitive theory of multimedia learning provided the theoretical model to frame the study. This study used a quasi-experimental design of pre-test and post-test where four secondary schools all from the southern province of Rwanda were selected from two different districts. Two schools from Ruhango District were assigned to the experimental group while the other two schools from Muhanga District were assigned to the control group. The study involved 168 students, 83 forming the control group, and 85 forming the experimental group. The biology test based on nerve cells was used to assess the effect of teaching strategies before and after learning. The collected data were analyzed using SPSS version 23, and we computed a multivariate analysis of variance (MANOVA) and repeated measures ANOVA. The results indicated that the students who learned nerve cells by use of technology-enhanced instruction of virtual labs and animations outperformed those who learned with conventional methods (M. exp. = 80.41% with SD = 10.32 versus M. cont. = 47.11% with SD = 10.68 and a p-value < 0.05). The results also indicated that after learning with virtual labs and animations, the number of students who were able to perform each of the 20 questions of the test increased considerably. The study recommends the use of virtual labs and animations to enhance students' understanding of nerve cells. [ABSTRACT FROM AUTHOR]

In recent years, online laboratories have become highly integrated into the educational process due to the development of distance learning tools as well as circumstances associated with the Covid-19 pandemic. As part of a master's degree program in bioinformatics and neuroinformatics, in the academic years 2020--2021 and 2021--2022, the mandatory module "Laboratory Education (LE)" included 9 labs which transitioned to online delivery. A questionnaire was administered to all participants examining their self-reported learning as well as their satisfaction with each lab, the educational material associated with each lab, as well as the facilitator in each lab. A total of 73 postgraduate students completed the questionnaire. According to the results, the overall satisfaction from each laboratory ranged from 3.94 to 4.49/5.00. Furthermore, there is a variety of values in self-reported learning ranging from 23 to 50/50. Finally, although 7 out of 10 students indicated they are satisfied with the distance structure of LE, 8 out of 10 say they prefer LE to be carried out with a physical presence in the labs. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has drastically changed many aspects of people's lives, including all forms of education. Online studies and distance learning have become a reality across the globe. This study offers a detailed review of the effectiveness of "traditional" virtual class activities (online lectures with recordings, video conferencing, and virtual lab demonstrations) as well as openly-accessed educational resources (digital libraries, collections of the digitized films and videos, free-license software tools, hands-on lab tutorials, and project-development environments and infrastructures) that could be effectively used by instructors and students to enrich STEM educational activities. The case studies overview the necessity of improving students' self-study skills, online tutoring, faculty training, new partnerships between academic institutions and high-tech companies, the role of multimedia platforms, and financial-support opportunities. The challenges of unresolved issues (remote internship, constraints of old-style professional certification examinations and learningoutcome assessments, and violations of students' privacy in Cloud and social-media communications) are addressed. [ABSTRACT FROM AUTHOR]

Nowadays, technological teaching tools, such as virtual labs, have become essential, especially in nursing degrees. These resources help implement practical learning based on self-regulation and it is important to know how satisfied students are with them. This means it is important to study students' perceived satisfaction with virtual labs in flipped learning experiences, which was the general objective of the present study. The aims of the study were: (1) to determine whether there were significant differences in nursing students' perceived levels of satisfaction according to the type of subject or gender; (2) to ascertain what strengths and weaknesses nursing students perceived about using virtual labs; and (3) to determine the kinds of feelings (positive, negative or neutral) nursing students had using virtual labs. A mixed research methodology was applied, with a sample of 222 undergraduate nursing students at Burgos University (Spain). There were significant differences in the satisfaction perceived by students depending on the subject. Students reported medium-high satisfaction with virtual labs, although they did note that digital skills are needed to use them and suggested incorporating intelligent assistants. Virtual labs seem to be effective, although further studies are needed. [ABSTRACT FROM AUTHOR]

This critique examines the teaching strategies proposed by Marco A. Zárate- Navarro et al (Zárate-Navarro et al., 2024). for instructing heat transfer by conduction in an under- graduate Transport Phenomena course. These strategies integrate elements of STEM education (Science, Technology, Engineering, and Mathematics). [ABSTRACT FROM AUTHOR]

This communication showcases teaching strategies implemented in a Transport Phenomena course at the undergraduate level to understand heat transfer by conduction, incorporating elements of STEM education (Science, Technology, Engineering, and Mathematics). The educational proposal focused on designing four STEM Workshops under the design-based research methodology. In the first one, interactive simulations were designed using the PDEtool of MATLAB so that the student could visualize the heat transfer phenomenon using color palettes to build the corresponding isotherms. In the second workshop, a hands-on laboratory kit based on ARDUINO was designed in which the student could experimentally validate the studied phenomenon, while in the third workshop, MATLAB was used to visualize the analytical solution of the heat equation. Finally, in a fourth workshop, a detailed mathematical modeling and simulation of the phenomenon was performed using COMSOL. The didactic strategy was evaluated in groups of Transport Phenomena in 2020 (n=42), 2021 (n=40), 2022 (n=21), and 2023 (n=32) terms for engineering students. Through its application, the students understood the basic concepts of computer-assisted process simulation and improved their skills, allowing the implementation of the B-Learning model in the Transport Phenomena course. In all cases, teaching materials, "ready-to-use" codes, and step-by-step instructions have been provided. Readers are invited to use the tools to contribute their evaluations. • STEM workshops were proposed for effective teaching of heat transfer concepts. • STEM workshops consist of hands-on learning using MATLAB and ARDUINO. • Comprehensive resources are provided: step-by-step programming and ready-to-use codes. • STEM workshops were evaluated in 4 groups in the period 2020–2023 (n=42,40,21,32)4/2/2024; 6/19/2024; 6/22/2024. [ABSTRACT FROM AUTHOR]

The COVID‐19 pandemic forced many courses to move online, presenting a particular challenge for hands‐on laboratory courses. One such course in our Biotechnology track is an advanced Protein Interactions lecture/laboratory course. This 8‐week course typically meets for 5 h a week in the laboratory space. For the Fall 2020 version of the course, first‐person videos were produced for each of the laboratory experiments, and the corresponding experimental data produced by students in previous semesters were provided for the current students to analyze in their electronic lab notebooks and lab reports. Student perspectives and assessments were collected on course participants from Fall 2019 (in‐person laboratories) and Fall 2020 (online laboratories) to compare experiences and outcomes. Analysis of the data shows that the online students appreciated the videos and gained self‐confidence in the procedures, but maintained more misconceptions about the material. In addition to being unable to perform the hands‐on experiments, other factors such as anxiety could also be interfering with the learning process under the pandemic conditions. The implementation process for the remote labs, student reactions, and lessons learned are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Curriculum & Teaching Methodology / Maǧallaẗ al-Manāhiǧ wa-Turūq al-Tadrīs is the property of Arab Journal of Sciences & Research Publishing (AJSRP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)