Intégration d'un laboratoire virtuel dans les cours de premier cycle : Aperçu de la conception et de la mise en œuvre des cours

Auteurs-es

  • Maria Papaconstantinou University of Toronto
  • Dawn Kilkenny University of Toronto
  • Christopher Garside University of Toronto
  • William Ju University of Toronto
  • Hedieh Najafi University of Toronto
  • Laurie Harrison University of Toronto

DOI :

https://doi.org/10.21432/cjlt27853

Mots-clés :

Conception de cours de premier cycle, cours de biologie, environnement de formation virtuel, simulation de laboratoire virtuel

Résumé

Les instructeurs de quatre cours liés à la biologie dans une université canadienne ont intégré des laboratoires virtuels Labster dans leurs cours comme activité préalable au laboratoire, comme substitut de cours, ou pour fournir une expérience de laboratoire dans les cours sans laboratoire sur place. Les formateurs ont utilisé une approche de conception à rebours pour aligner les laboratoires avec les objectifs d'apprentissage de leurs cours et pour relier les laboratoires aux évaluations de leurs cours. Une étude a été menée pour examiner les perceptions des étudiants de l'utilité des laboratoires virtuels en termes de connaissance du contenu et de compétences en laboratoire. À la fin de chaque cours, les formateurs ont administré un sondage anonyme dans leurs classes, et 370 étudiants au total ont participé. Les résultats de l'étude ont montré que dans les quatre cours, au moins 77 % des étudiants ont trouvé que les simulations de laboratoire virtuel les avaient aidés à comprendre les concepts du cours. Au moins 74 % des étudiants ont navigué dans les laboratoires virtuels sans problème et 58 % des étudiants ont trouvé que les simulations étaient de haute qualité.

Bibliographies de l'auteur-e

Maria Papaconstantinou, University of Toronto

Dr. Maria Papaconstantinou is an Associate Professor, Teaching Stream in the Human Biology Program at the University of Toronto.  She teaches courses in a variety of disciplines, including genetics, global health, and translational medicine.  Her current research interests lie in the examination of the impact and effectiveness of various pedagogical approaches on undergraduate learning outcomes, including blended learning strategies, genetics animations, and the use of virtual and augmented reality.

Dawn Kilkenny, University of Toronto

Dr. Dawn Kilkenny is an Assistant Professor, Teaching Stream in the Faculty of Applied Science & Engineering at the University of Toronto. She holds a Dean’s Emerging Innovation in Teaching Professorship and was the 2016 Sanford Fleming Foundation Wighton Fellow, recognizing excellence in development and teaching of undergraduate laboratory-based courses in Canadian programs.

Christopher Garside, University of Toronto

Dr. Chris Garside is Associate Professor, Teaching Stream in the Department of Cell and Systems Biology at the University of Toronto and teaches courses in animal physiology and cell and molecular biology. His research interests include the exploration of, and investigation into, innovative and evidence-based approaches to improve teaching, learning, and engagement.

William Ju, University of Toronto

Dr. William (Bill) Ju M.Sc., Ph.D. is an Associate Professor, Teaching Stream in the Human Biology Program at the University of Toronto. His pedagogical interests include the use of AI to inform teaching and incorporating EDI in courses.

Hedieh Najafi, University of Toronto

Dr. Hedieh Najafi is a researcher with Online Learning Strategies at the University of Toronto. Her research interests include scaffolding technology supported collaborative learning, pedagogical design for self-directed online learning, and learning in virtual environments including virtual labs.

Laurie Harrison, University of Toronto

Dr. Laurie Harrison is the Director, Online Learning Strategies at the University of Toronto and provides strategic advice regarding digital learning initiatives, faculty development, and program evaluation. Her Ph.D. at the Ontario Institute for Studies in Education explored e-learning policy and strategy development in Ontario with a focus on response to rapid social change.

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Publié-e

2021-05-28

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