Systematic review of empirical research on technology-enhanced distance laboratory education after the COVID-19 pandemic
This study conceptualized Technology-Enhanced Distance Laboratory (TEDL) as a subset of Non-Traditional Laboratory (NTL) to best describe global STEM education practices after the COVID-19 pandemic. We systematically gathered and examined 141 empirical TEDL studies reported from March 2020 to August...
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
International Forum of Educational Technology & Society
2024-10-01
|
| Series: | Educational Technology & Society |
| Subjects: | |
| Online Access: | https://www.j-ets.net/collection/published-issues/27_4#h.dh5sapmm25c4 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1850203409452367872 |
|---|---|
| author | Gyeong-Geon Lee Wonhyeong Jang |
| author_facet | Gyeong-Geon Lee Wonhyeong Jang |
| author_sort | Gyeong-Geon Lee |
| collection | DOAJ |
| description | This study conceptualized Technology-Enhanced Distance Laboratory (TEDL) as a subset of Non-Traditional Laboratory (NTL) to best describe global STEM education practices after the COVID-19 pandemic. We systematically gathered and examined 141 empirical TEDL studies reported from March 2020 to August 2022. Most studies were contextually rooted in higher education, with a frequent focus on subjects such as Chemistry, Medical/Veterinary/Pharmacy/Nursing, and Electrical/Computer Engineering. The studies predominantly employed technologies such as video, simulations, web/apps, remote control, and virtual reality. Temporally, the majority of the studies utilized media responsive to student manipulation, with participant interaction predominantly synchronous. Spatially, most studies facilitated home-based learning. Data collection in most studies was quantitative, employing survey/questionnaire and/or quiz/exam. As a consequence of TEDL implementation after the COVID-19, many studies posited it positively impacted student learning. However, only about a half of the studies scrutinized the effectiveness of TEDL against comparison group(s). Moreover, the measured learning outcomes tended to favor student “perceptions” and “knowledge & understanding.” This review provides valuable insights into empirical TEDL studies and proposes future research topics that contribute to the evolution of post-COVID-19 STEM laboratory education research and practice. |
| format | Article |
| id | doaj-art-c2bde7b72dd74396ae9edc8cae2f4fd2 |
| institution | OA Journals |
| issn | 1176-3647 1436-4522 |
| language | English |
| publishDate | 2024-10-01 |
| publisher | International Forum of Educational Technology & Society |
| record_format | Article |
| series | Educational Technology & Society |
| spelling | doaj-art-c2bde7b72dd74396ae9edc8cae2f4fd22025-08-20T02:11:30ZengInternational Forum of Educational Technology & SocietyEducational Technology & Society1176-36471436-45222024-10-01274109135https://doi.org/10.30191/ETS.202410_27(4).RP07Systematic review of empirical research on technology-enhanced distance laboratory education after the COVID-19 pandemicGyeong-Geon Lee0Wonhyeong Jang1AI4STEM Center, University of Georgia, United States // National Institute of Education, Nanyang Technological University, SingaporeDepartment of Chemistry Education, Seoul National University, Republic of KoreaThis study conceptualized Technology-Enhanced Distance Laboratory (TEDL) as a subset of Non-Traditional Laboratory (NTL) to best describe global STEM education practices after the COVID-19 pandemic. We systematically gathered and examined 141 empirical TEDL studies reported from March 2020 to August 2022. Most studies were contextually rooted in higher education, with a frequent focus on subjects such as Chemistry, Medical/Veterinary/Pharmacy/Nursing, and Electrical/Computer Engineering. The studies predominantly employed technologies such as video, simulations, web/apps, remote control, and virtual reality. Temporally, the majority of the studies utilized media responsive to student manipulation, with participant interaction predominantly synchronous. Spatially, most studies facilitated home-based learning. Data collection in most studies was quantitative, employing survey/questionnaire and/or quiz/exam. As a consequence of TEDL implementation after the COVID-19, many studies posited it positively impacted student learning. However, only about a half of the studies scrutinized the effectiveness of TEDL against comparison group(s). Moreover, the measured learning outcomes tended to favor student “perceptions” and “knowledge & understanding.” This review provides valuable insights into empirical TEDL studies and proposes future research topics that contribute to the evolution of post-COVID-19 STEM laboratory education research and practice.https://www.j-ets.net/collection/published-issues/27_4#h.dh5sapmm25c4laboratory educationdistance educationonline educationtechnology-enhanced learningsystematic reviewcovid-19 |
| spellingShingle | Gyeong-Geon Lee Wonhyeong Jang Systematic review of empirical research on technology-enhanced distance laboratory education after the COVID-19 pandemic Educational Technology & Society laboratory education distance education online education technology-enhanced learning systematic review covid-19 |
| title | Systematic review of empirical research on technology-enhanced distance laboratory education after the COVID-19 pandemic |
| title_full | Systematic review of empirical research on technology-enhanced distance laboratory education after the COVID-19 pandemic |
| title_fullStr | Systematic review of empirical research on technology-enhanced distance laboratory education after the COVID-19 pandemic |
| title_full_unstemmed | Systematic review of empirical research on technology-enhanced distance laboratory education after the COVID-19 pandemic |
| title_short | Systematic review of empirical research on technology-enhanced distance laboratory education after the COVID-19 pandemic |
| title_sort | systematic review of empirical research on technology enhanced distance laboratory education after the covid 19 pandemic |
| topic | laboratory education distance education online education technology-enhanced learning systematic review covid-19 |
| url | https://www.j-ets.net/collection/published-issues/27_4#h.dh5sapmm25c4 |
| work_keys_str_mv | AT gyeonggeonlee systematicreviewofempiricalresearchontechnologyenhanceddistancelaboratoryeducationafterthecovid19pandemic AT wonhyeongjang systematicreviewofempiricalresearchontechnologyenhanceddistancelaboratoryeducationafterthecovid19pandemic |