University students’ perceptions of remote laboratory courses necessitated by COVID-19: differences in emergent teaching strategies at a Korean university-Reference-Cited by-同舟云学术

University students’ perceptions of remote laboratory courses necessitated by COVID-19: differences in emergent teaching strategies at a Korean university

Published:2023-03-13 Issue: Volume: Page:
ISSN:1598-1037
Container-title:Asia Pacific Education Review
language:en
Short-container-title:Asia Pacific Educ. Rev.

Author:

Lee Gyeong-Geon^ORCID,Kang Da Yeon^ORCID,Kim Myeong Ji^ORCID,Hong Hun-Gi^ORCID,Martin Sonya N.^ORCID

Funder

National Research Foundation of Korea

Publisher

Springer Science and Business Media LLC

Subject

Education

Link

https://link.springer.com/content/pdf/10.1007/s12564-023-09837-1.pdf

Reference51 articles.

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2. Ahmad, A., Khan, A. M., & Samiullah, M. (2019). Effects of communicative teaching on lab report writing skills at secondary level schools in Islamabad (Pakistan). Global Regional Review, 4(3), 412–424.

3. Blizak, D., Blizak, S., Bouchenak, O., & Yahiaoui, K. (2020). Students’ perceptions regarding the abrupt transition to online learning during the COVID-19 pandemic: Case of faculty of chemistry and hydrocarbons at the University of Boumerdes—Algeria. Journal of Chemical Education, 97(9), 2466–2471.

4. Brinson, J. R. (2015). Learning outcome achievement in non-traditional (virtual and remote) versus traditional (hands-on) laboratories: A review of the empirical research. Computers & Education, 87, 218–237.

5. Brinson, J. R. (2017). A further characterization of empirical research related to learning outcome achievement in remote and virtual science labs. Journal of Science Education and Technology, 26(5), 546–560.

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