Application of an Inquiry-Based Learning Space (ILS) GRAASP in the Course of Differential Equations for Engineering Students Within the Framework of the Project Wp@ELAB

With the evolution of Information and Communication Technologies (ICT) and the progressive growth of Virtual Learning Environments (VLE), new development needs arise in terms of teaching-learning methodologies in the classroom. On the other hand, the remote education for the COVID-19 health emergency worldwide had a positive impact in the virtual education, increasing the number of online courses through virtual platforms, in which researchers and teachers will be able to develop and implement classroom learning spaces, among which Massive Open Online Courses (MOOC's) and Inquiry-Based Learning Spaces (ILS) stand out. This paper presents the application process of an ILS of differential equations through the free resource GRAASP and published in the Golabz platform during Differential Equations of the Universidad Nacional Abierta y a Distancia. Hake's gain is used for learning assessment, an average gain of 0.37 was found, which implies a medium learning gain. © 2022 IEEE.

Use and Design of Virtual and Remote Free Access Experiments: World Pendulum Alliance and DLab in Times of COVID 19

Since 2019, the COVID-19 pandemic has made the search for efficient learning spaces and tools for distance learning more relevant than ever. In Physics, experimental teaching is considered essential for secondary and higher education. This has given a sense of urgency to the development of new pedagogical and technical strategies for experimental distance education. This work presents preliminary results of the World Pendulum Alliance project, whose aims is to build a global network of remote experiments. The implementation of the remote experiment was made by a MOOC environment and a virtual distance laboratory (DLab) designed by the authors accompanied by the inquiry learning teaching method. To evaluate the efficacy of the pedagogical strategies proposed, two groups of students were evaluated. The perception of students for the virtual environment is presented and the approval and dropout results are presented for the MOOC course. Preliminary results show that the remote and virtual modalities are a good complement to the teaching of hands-on laboratories but need to have a very good pedagogical platforms for its implementation in order to engage the students. © 2020 Copyright for this paper by its authors.