Students perceived online lab exercises as more effective when instructors were present online and used scaffolds and probes directing attention to key procedure aspects¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q1
Currency · newest study 2021 · checked against its sources 2026-10-18 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q1 i? In case study courses, online lab exercises appeared more effective in students' eyes when instructors were present online and used scaffolds and probes to direct attention to important aspects of the lab procedure. → Means 2021

Evidence¶

Means 2021¶

Means, B., Peters, V., Neisler, J., Wiley, K., & Grifths, R. (2021). Lessons from remote learning during COVID-19. Digital Promise. https://doi.org/10.51388/20.500.12265/116

q1 · i? · qualitative · r2

Student interviews and focus groups in the course case studies. "Online lab exercises appeared to be more efective in students’ eyes when instructors were present online and used scafolds and probes"; one biology student described pre-lab, during-lab, and end-of-lab questions that helped him understand concepts better.

"Online lab exercises appeared to be more efective in students’ eyes when instructors were present online and used scafolds and probes to direct attention to important aspects of the lab procedure."

Discussion¶

Related Claims¶

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• In a case analysis, probing instructor feedback with required revise-and-resubmit moved one teacher candidate toward citing student evidence, though his progress was not linear and another candidate did not improve — related
• Classroom interactional structures such as questions, recasts, and feedback influence students' processing of targeted content — a broader claim this one bears on
• Attention can move within the visual field without eye movements, selecting among simultaneous inputs — related
• Native versus non-native instructor status was a minor factor in students' perceived quality interaction — related
• The analytics agent surfaced a Module 2 dead zone — students stopping around the 42-minute lecture mark where exercises ended — and the instructor revised the exercise set in response — related
• Teacher support with real-time labs requires adaptive expert input that closes cognitive, social, and design gaps — related
• Feedback probing for deeper conceptual understanding is reported to be particularly effective in classwide peer feedback, though cognitively more demanding — related
• Personalized ChatGPT-supported feedback in an augmented-reality quantum physics laboratory improved learning outcomes and directed visual attention — related
• Teachers who focused on knowledge-building principles showed deeper understanding than those focused on surface procedures or technical aspects — related
• Disclosing personal histories related to course topics tends to lead to longer and deeper discussion threads, especially when instructors encourage such identity presence — related
• Visual presentation, especially motion pictures, dispenses largely with the teacher's personal influence and the group's social interaction — related