| Abdulwahed-Nagy Laboratory Model |
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Pedagogy Matters !
 Figure 1. Kolb's Experiential Learning Cycle
One of the suitable pedagogical models for engineering education is Kolb’s experiential learning framework. Kolb’s experiential learning cycle, shown in Figure 1, is particularly relevant for engineering education, which is an experiential field of science (Bender, 2001; Felder et al., 2000). Based on Kolb’s theory, Moor and Piergiovanni (2003) justified, the advantages of blending classroom theory with experiments. Kamis and Topi (2007) examined three hypotheses of pedagogical design for enhancing the problem solving in the field of networks subnettings. Two of them were based on Kolb’s model while the third was based on the advance organizer technique (Ausubel, 1968). Bender (2001) explained a major reform of the courses taught at the Engineering Design department at the Technical University of Berlin using Kolb’s theory and describes the importance of incorporating the four dimensions of learning in the design of lectures. Lagoudas et al. (2000) restructured five core undergraduate engineering courses using Kolb’s cycle as a pedagogical background for this process. They relied on computer software and simulations in their implementation of Kolb’s theory (Lagoudas et al., 2000). Plett et al. (2006) redesigned three engineering courses building upon Kolb's theories and the 4MAT system. The trial course (Introduction to robotics) was very successful and led to a successful NSF grant proposal for curriculum design (Plett et al., 2006), in which they aim to redesign a series of systems courses based on the Kolb/4MAT pedagogical model. David and Wyrick (2002) assessed the learning styles of industrial engineering students over a ten-year period and used Kolb’s experiential learning cycle as a pedagogical basis for designing learning experiences for the students. One key finding in their study was that providing balanced learning experiences to the students, based on the four stages of Kolb’s cycle, had led to deeper learning and longer retention of information. Stice (1987) also implemented teaching strategies in class that can accommodate all four stages of Kolb’s cycle to improve the learning process for undergraduate students.
 Figure 2. Abdulwahed-Nagy Constructivist Laboraotry Model
A thorough literature review on engineering laboratory design, in particular in the context of incorporating new technologies such as virtual and/or remote labs, reveals that the majority of studies are technically focused. In this project we tried to describe a new approach for laboratory education, which is solely underpinned by Kolb’s experiential learning theory (Kolb, 1984). The method uses a combination of virtual, remote and hands-on laboratory sessions and pre- and post-lab tests to maximize the information retention of students by activating the stages of Kolb’s learning cycle. The approach has been used in the teaching of the second year undergraduate Process Control Laboratory at the Chemical Engineering Department at Loughborough University, United Kingdom. A qualitative and quantitative statistical analysis of the effectiveness of the method shows that the usually poor knowledge retention in laboratory education can be explained by the inefficient activation of the prehension dimension of Kolb’s learning cycle. A methodology has been proposed based on applying a Virtual Laboratory environment to provide a preparatory session before the hands-on laboratory to facilitate reflective preparation for the lab. The results show that significant enhancement of the laboratory learning process can be achieved by designing and applying a combination of in-class remote, virtual pre-lab and hands-on laboratory sessions according to Kolb’s experiential learning model. Based on this, we proposed a laboratory model that embraces Kolb's constructivist cycle as pedagogical basis for delivering effective laboratory education. The model is shown in Figure 2.
References: Ausubel DP and Fitzgerald D, 1962. Organizer, General Background, and Antecedent Learning Variables in Sequential Verbal-Learning. Journal of Educational Psychology, 53(6), 243-249. Bender B, 2001. Concepts for Purposive and Motivational Teaching and Learning in Engineering Design Courses. Int. J. Eng. Ed.17(4-5), 336-341. David A, Wyrick PE, and Hilsen L, 2002. Using Kolb's Cycle to Round Out Learning. Proc. of the 2002 American Society for Engineering Education Annual Conference. Felder R, Woods D, Stice J, and Rugarcia A 2000. The Future of Engineering Education: II.Teaching Methods that Work. Chemical Engineering Education, 34(1), 26–39. Kamis A and Topi H, 2007. Network Subnetting: an Instance of Technical Problem Solving in Kolb's Experiential Learning Cycle. Hawaii International Conference on System Sciences. Kolb DA, 1984. Experiential Learning: Experience as the Source of Learning and Development. Prentice-Hall. Lagoudas DC, Whitcomb JD, Miller DA, Lagoudas MZ, and Shryock KJ, 2000. Continuum Mechanics in a Restructured Engineering Undergraduate Curriculum. Int. J. Eng. Ed., 16(4), 301-314. Moor S and Piergiovanni P, 2003. Experiments in the Classroom, Examples of Inductive Learning with Classroom-Friendly Laboratory Kits. Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition. |
