Design,Development and Evaluation of Biochemistry Virtual Laboratory for Blended Learning
Abstract This paper examines students’ reflection on the design and development of a prototype biochemistry virtual laboratory (vLab) at the University of Hong Kong. Second year students from the MBBS programme were divided into two groups. One group (non-vLab) took part in the original didactic lec...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Ye, Liang [verfasserIn] |
|---|
| Format: |
E-Artikel |
|---|---|
| Sprache: |
Englisch |
| Erschienen: |
2016 |
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| Anmerkung: |
© Global Science and Technology Forum 2015 |
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| Übergeordnetes Werk: |
Enthalten in: GSTF journal on education - [Singapore] : Global Science and Technology Forum, 2013, 3(2016), 2 vom: 27. Sept. |
|---|---|
| Übergeordnetes Werk: |
volume:3 ; year:2016 ; number:2 ; day:27 ; month:09 |
| Links: |
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| DOI / URN: |
10.7603/s40742-015-0014-1 |
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SPR037211218 |
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10.7603/s40742-015-0014-1 doi (DE-627)SPR037211218 (SPR)s40742-015-0014-1-e DE-627 ger DE-627 rakwb eng Ye, Liang verfasserin aut Design,Development and Evaluation of Biochemistry Virtual Laboratory for Blended Learning 2016 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Global Science and Technology Forum 2015 Abstract This paper examines students’ reflection on the design and development of a prototype biochemistry virtual laboratory (vLab) at the University of Hong Kong. Second year students from the MBBS programme were divided into two groups. One group (non-vLab) took part in the original didactic lecture while the other group (vLab) joined in the trial blended virtual lab learning session. The learning outcomes were evaluated by a post-lab knowledge comprehension quiz and the class performances were analyzed. In addition, students’ perceptions toward blended vLab learning experience were evaluated by questionnaires. The group with the vLab experience achieved higher quiz results. However, their evaluation and feedback with regard to the vLab learning experience were rather critical, which provided valuable insights for further improvements on the instructional design. Wong, Nai Sum aut Ho, Joanna Wen Ying aut Enthalten in GSTF journal on education [Singapore] : Global Science and Technology Forum, 2013 3(2016), 2 vom: 27. Sept. (DE-627)869679805 (DE-600)2870121-5 2345-7171 nnns volume:3 year:2016 number:2 day:27 month:09 https://dx.doi.org/10.7603/s40742-015-0014-1 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER AR 3 2016 2 27 09 |
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10.7603/s40742-015-0014-1 doi (DE-627)SPR037211218 (SPR)s40742-015-0014-1-e DE-627 ger DE-627 rakwb eng Ye, Liang verfasserin aut Design,Development and Evaluation of Biochemistry Virtual Laboratory for Blended Learning 2016 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Global Science and Technology Forum 2015 Abstract This paper examines students’ reflection on the design and development of a prototype biochemistry virtual laboratory (vLab) at the University of Hong Kong. Second year students from the MBBS programme were divided into two groups. One group (non-vLab) took part in the original didactic lecture while the other group (vLab) joined in the trial blended virtual lab learning session. The learning outcomes were evaluated by a post-lab knowledge comprehension quiz and the class performances were analyzed. In addition, students’ perceptions toward blended vLab learning experience were evaluated by questionnaires. The group with the vLab experience achieved higher quiz results. However, their evaluation and feedback with regard to the vLab learning experience were rather critical, which provided valuable insights for further improvements on the instructional design. Wong, Nai Sum aut Ho, Joanna Wen Ying aut Enthalten in GSTF journal on education [Singapore] : Global Science and Technology Forum, 2013 3(2016), 2 vom: 27. Sept. (DE-627)869679805 (DE-600)2870121-5 2345-7171 nnns volume:3 year:2016 number:2 day:27 month:09 https://dx.doi.org/10.7603/s40742-015-0014-1 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER AR 3 2016 2 27 09 |
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Abstract This paper examines students’ reflection on the design and development of a prototype biochemistry virtual laboratory (vLab) at the University of Hong Kong. Second year students from the MBBS programme were divided into two groups. One group (non-vLab) took part in the original didactic lecture while the other group (vLab) joined in the trial blended virtual lab learning session. The learning outcomes were evaluated by a post-lab knowledge comprehension quiz and the class performances were analyzed. In addition, students’ perceptions toward blended vLab learning experience were evaluated by questionnaires. The group with the vLab experience achieved higher quiz results. However, their evaluation and feedback with regard to the vLab learning experience were rather critical, which provided valuable insights for further improvements on the instructional design. © Global Science and Technology Forum 2015 |
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Abstract This paper examines students’ reflection on the design and development of a prototype biochemistry virtual laboratory (vLab) at the University of Hong Kong. Second year students from the MBBS programme were divided into two groups. One group (non-vLab) took part in the original didactic lecture while the other group (vLab) joined in the trial blended virtual lab learning session. The learning outcomes were evaluated by a post-lab knowledge comprehension quiz and the class performances were analyzed. In addition, students’ perceptions toward blended vLab learning experience were evaluated by questionnaires. The group with the vLab experience achieved higher quiz results. However, their evaluation and feedback with regard to the vLab learning experience were rather critical, which provided valuable insights for further improvements on the instructional design. © Global Science and Technology Forum 2015 |
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Abstract This paper examines students’ reflection on the design and development of a prototype biochemistry virtual laboratory (vLab) at the University of Hong Kong. Second year students from the MBBS programme were divided into two groups. One group (non-vLab) took part in the original didactic lecture while the other group (vLab) joined in the trial blended virtual lab learning session. The learning outcomes were evaluated by a post-lab knowledge comprehension quiz and the class performances were analyzed. In addition, students’ perceptions toward blended vLab learning experience were evaluated by questionnaires. The group with the vLab experience achieved higher quiz results. However, their evaluation and feedback with regard to the vLab learning experience were rather critical, which provided valuable insights for further improvements on the instructional design. © Global Science and Technology Forum 2015 |
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