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Related Experiment Video

Updated: Nov 27, 2025

Author Spotlight: Enhancing Engineering Education via WebVR-Based Online Laboratories

Author Spotlight: Enhancing Engineering Education via WebVR-Based Online Laboratories

Published on: February 23, 2024

Ideas for supporting student-centered stem learning through remote labs: a response.

Richard E West¹, Rebecca Sansom¹, Jennifer Nielson¹

¹Brigham Young University, Provo, UT USA.

Educational Technology Research and Development : ETR & D

|December 2, 2020

Summary

This summary is machine-generated.

This study shares practical strategies STEM faculty used to guide virtual student inquiry during COVID-19 remote teaching. It builds upon the five-phase framework for Computer-supported Inquiry Learning (CoSIL) in online labs.

Keywords:

Inquiry-based learning Lab-based learning Studio-based learning Virtual labs Virtual studios

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Area of Science:

STEM Education
Online Learning
Virtual Labs

Background:

The COVID-19 pandemic necessitated rapid shifts to emergency remote teaching in STEM.
Virtual and remote labs became crucial for maintaining student inquiry-based learning.
Existing frameworks for online inquiry learning require practical, faculty-driven examples.

Purpose of the Study:

To report on faculty-implemented strategies for guiding student virtual lab inquiry.
To extend the five-phase inquiry framework (orientation, conceptualization, investigation, conclusion, discussion) with practical examples.
To provide insights for future research on online inquiry-based STEM education.

Main Methods:

Adoption of the five-phase inquiry framework by de Jong and Lazondo (2014).
Collection of strategies from STEM faculty regarding virtual lab support during COVID-19.
Analysis of faculty practices within the established inquiry phases.

Main Results:

Faculty employed diverse strategies to support all five inquiry phases in virtual labs.
Guidance strategies varied across phases, with practical examples provided for each.
The study identified areas where existing frameworks could be enhanced.

Conclusions:

Faculty successfully adapted and implemented inquiry-based virtual labs during emergency remote teaching.
The five-phase framework is a valuable structure for analyzing and supporting online student inquiry.
Further research can build upon these practical examples to refine online STEM pedagogy.