A Flipped Remote Lab: Using a Peer-Assessment Tool for Learning 3-D Modeling

Abstract

This article introduces a novel approach to remote laboratory instruction, specifically designed for teaching three-dimensional modeling using Blender software. The lab uses virtual machines to provide students with the necessary computational power to carry out the course activities, along with the correct version of the software. The flipped remote lab approach combines the elements of flipped classroom and peer assessment, making it suitable for face-to-face, totally online, or hybrid classes. Prior to each of the two lectures, students begin to practice by replicating the instructor's demonstrations in a set of concise tutorials. Upon completion of the assigned tasks, students carry out self-assessments of their own modeling, in addition to assessing two models created by their peers. A rubric comprising three questions facilitates the assessment process and allows providing feedback on each response. During the subsequent lecture, students work together with the instructor to address challenges encountered in their modeling, exploring also the advanced aspects of software usage that time constraints preclude in a traditional setting. The analysis of the flipped remote lab results reveals that student responses in peer-assessment activities are relevant to the posed questions. Moreover, the students who realized the models demonstrated a comparable level of rigor in self-assessment as their mates who reviewed their works. While students express a high degree of appreciation for the laboratory activities, a notable concern is the highlighted heavy workload. Increasing the allocated time for task completion can help mitigate the workload impact. The article concludes with insights gained from the implementation of the flipped remote lab approach.