Virtual Laboratories to Achieve Higher-Order Learning in Fluid Mechanics
Abstract
Bloom’s higher-order cognitive skills (analysis, evaluation, and synthesis) are recognized as necessary in engineering education, yet these are difficult to achieve in traditional lecture formats. Laboratory components supplement traditional lectures in an effort to emphasize active learning and provide higher-order challenges, but these laboratories are often subject to the constraints of (a) increasing student enrollment, (b) limited funding for operational, maintenance, and instructional expenses and (c) increasing demands on undergraduate student credit requirements. Here, we present results from a pilot project implementing virtual (or online) laboratory experiences as an alternative to a traditional laboratory experience in Fluid Mechanics, a required third year course. Students and faculty were surveyed to identify the topics that were most difficult, and virtual laboratory and design components developed to supplement lecture material. Each laboratory includes a traditional lab component, requiring student analysis and evaluation. The lab concludes with a design exercise, which imposes additional problem constraints and allows students to apply their laboratory observations to a real-world situation.
- Publication:
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AGU Fall Meeting Abstracts
- Pub Date:
- December 2009
- Bibcode:
- 2009AGUFMED23A0526W
- Keywords:
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- 0810 EDUCATION / Post-secondary education;
- 0820 EDUCATION / Curriculum and laboratory design;
- 0825 EDUCATION / Teaching methods;
- 0845 EDUCATION / Instructional tools