Insights on identifying potential types of guidance for supporting student inquiry when using virtual and remote labs in science

Abstract

This paper is in response to the literature review entitled “Identifying potential types of guidance for supporting student inquiry when using virtual and remote labs in science: a literature review” [Zacharia et al., Educational Technology Research and Development, 63, 257–302 (2015). https://doi.org/10.1007/s11423-015-9370-0] and examines it from a value-add perspective. This literature review illuminates the benefits of leveraging the appropriate types of guidance during the relevant phases of inquiry, a much-needed type of guidance, as it aptly describes how and when to apply the types of guidance for optimal effect. In consideration of some of the weaknesses in the body of literature, as exposed via this literature review, revisiting automated guidance and leveraging any new technological affordances and awareness around adaptive feedback may provide additional insights into how more advanced technologies might contribute to enhanced guidance in computer supported inquiry learning environments.