Abstract
Students can find the thought of entering a university laboratory intimidating. Here, we explore the use of digital technology to lessen such fears and offer three case studies to illustrate their impact: (a) a virtual laboratory, (b) augmented reality and (c) a virtual field trip. Referring to Laurillard’s conversational framework, we describe how each can enhance student engagement and learning.
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Acknowledgements
The authors thank the Centre for Academic and Researcher Development (CARD) at Durham University for a series of funding grants through the Enhancing the Student Learning Experience Award Scheme. In addition, we have had funding through the HE STEM scheme, and workshop funding from the HEA, which have helped to develop a national network of interest in virtual experiments. We are indebted to our summer students, Andres del Castillo Dubuc, Katherine Hurst, Hannah Wynn and Takudzwa Kawanzaruwa, without whose efforts these projects would have not been possible.
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Nolan, S.J., Rees, S., Rushall, C. (2016). Breaking Barriers: Overcoming Anxieties in Practical Science. In: Marshall, C., Nolan, S., Newton, D. (eds) Widening Participation, Higher Education and Non-Traditional Students. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-349-94969-4_5
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DOI: https://doi.org/10.1057/978-1-349-94969-4_5
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