Abstract
Higher education is used to nurture advanced specialized training; however, nurturing innovative and practical ability is hard to put into practice. In experimental teaching, hands-on activities are offered to promote students’ practical ability, leading to better-specialized training. This study aims to explore students’ engagement, communication and collaborative skills, as well as learning outcomes by integrating hologram experiments into a university course. Eight university students participated in this study for 3-weeks. Hologram theory was taught in the first week, while in the second and third weeks, the students performed experiments. Pre- and post-test data were collected using questionnaires during the first and last week, respectively. Besides, in-depth interviews were conducted. The findings revealed that students were able to interact with each other, which promoted their engagement in experimenting. Moreover, teammates were able to communicate and collaborate effectively, which led to higher achievement in their learning outcomes. Despite the benefits reported, opportunities and challenges were identified for teachers and students to be aware of during hologram experiments to help them develop creative skills and develop an understanding of holography concepts.
Highlights
Higher education is used to nurture advanced specialized training with creative thinking and practical ability
How to develop a constructive education system that can develop innovative education and nurture talent has become an essential mission of higher education institutions (Yi et al, 2015)
Nurturing innovative and practical ability is easy to promote but hard to put into practice (Yi et al, 2015)
Summary
Higher education is used to nurture advanced specialized training with creative thinking and practical ability. Only charts and writing boards are used to help students understand and master the related knowledge (Al-Qirim et al, 2017). It fails to effectively express difficult concepts and does not allow students to have a deeper understanding of abstract content (Zhang & Chen, 2012). With the development of the internet and technology, teachers can integrate optical components into their experimental teaching. This will avoid problems associated with the traditional teaching process, such as the inability to visualize abstract and difficult-to-comprehend concepts (Sutarto et al, 2018). New technology integrated with experimental practices will assist students to link abstract theories with real-life practical experiences
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