Virtual Labs for Postsecondary General Education and Applied Science Courses: Faculty Perceptions
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| Title: | Virtual Labs for Postsecondary General Education and Applied Science Courses: Faculty Perceptions |
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| Language: | English |
| Authors: | Elena Chudaeva, Latifa Soliman |
| Source: | Canadian Journal of Learning and Technology. 2024 50(1). |
| Availability: | Canadian Network for Innovation in Education. 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: cnie-rcie@cnie-rcie.ca; Web site: http://www.cjlt.ca |
| Peer Reviewed: | Y |
| Page Count: | 30 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Descriptors: | Foreign Countries, Science Education, Distance Education, Electronic Learning, Simulation, Laboratory Experiments, Laboratory Training, Teacher Attitudes, Digital Literacy, General Education, Technology Uses in Education, Educational Technology, Science Instruction, Vocational Education |
| Geographic Terms: | Canada |
| ISSN: | 1499-6677 1499-6685 |
| Abstract: | General education science courses at a Canadian postsecondary institution implemented "Beyond Labz" virtual science labs. Faculty members teaching vocational science-related courses tested this resource. This qualitative study explores faculty member and learner perceptions of the efficacy of these virtual labs in terms of ease of use, designing hands-on activities, student engagement, and accessibility. Data are collected via a focus group, surveys, meetings, and interview notes. The study found that learners and faculty members may have different perceptions of the importance of virtual labs for the development of various skills. From the data, five themes emerge related to addressing the needs of diverse learners and utilizing multiple affordances of virtual labs. Although science virtual labs are perceived as a useful tool for teaching and learning science, faculty members identify barriers such as the need to develop digital literacy skills and initial training and institutional support when introducing new tools. Recommendations for effective science virtual labs curriculum integration are included. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1447419 |
| Database: | ERIC |
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| Abstract: | General education science courses at a Canadian postsecondary institution implemented "Beyond Labz" virtual science labs. Faculty members teaching vocational science-related courses tested this resource. This qualitative study explores faculty member and learner perceptions of the efficacy of these virtual labs in terms of ease of use, designing hands-on activities, student engagement, and accessibility. Data are collected via a focus group, surveys, meetings, and interview notes. The study found that learners and faculty members may have different perceptions of the importance of virtual labs for the development of various skills. From the data, five themes emerge related to addressing the needs of diverse learners and utilizing multiple affordances of virtual labs. Although science virtual labs are perceived as a useful tool for teaching and learning science, faculty members identify barriers such as the need to develop digital literacy skills and initial training and institutional support when introducing new tools. Recommendations for effective science virtual labs curriculum integration are included. |
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| ISSN: | 1499-6677 1499-6685 |
