TABLE 2 - uploaded by Robin Holding Kay
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Sample Student Comments about the Learning Benefits of the Virtual Lab (n=119)
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Competency-based education in health care requires rigorous standards to ensure professional proficiency. Demonstrating competency in hands-on laboratories calls for effective preparation, knowledge, and experience, all of which can be difficult to achieve using traditional teaching methods. Virtual laboratories are an alternative, cost-effective a...
Context in source publication
Citations
... It is important to mention that our study focused specifically on students' perceptions and attitudes towards biotechnology, so academic performance was not measured. Despite this, various studies have shown that the use of VL can have a positive impact on both perceptions [29] and the knowledge acquired by students. Controversially, other studies have found no effect of VL on students' knowledge [30,31]. ...
Citation: Zamora-González, E.O.; Herráez, A.; Gutiérrez-Muñoz, P.D.; Torres-Bugarín, O.; Toral-Murillo, M.V.; Gómez-Díaz, B.; Calderón-Reyes, C.A.; Vázquez-Cárdenas, N.A.; Marín-Cruz, A.; Rodríguez-Baeza, M.M.J.; et al. Abstract: The rapid evolution of biotechnology across various sectors, including agriculture, industry, and medicine, has profoundly transformed our comprehension of the world. Virtual laboratories (VLs) provide an immersive learning experience that can enhance future generations' understanding of biotechnology's medical applications. This study investigated the impact of incorporating VLs into a short course on biotechnology applied to medicine on the attitudes and perceptions of third-year medical students (n = 210). A validated questionnaire was employed to assess their perspectives, attitudes, and experience with virtual laboratory platforms before and after the course. The findings revealed a significant positive change in 7/38 questionnaire items (p < 0.05), indicating that the VL experience modified perceptions about biotechnology. This study emphasizes the importance of exploring innovative teaching methods for biotechnology and highlights the advantages of VL in educating future physicians. The primary concerns of the students were the misuse of personal genetic information and biotechnological applications involving animal modification. Overall, the students had a favorable experience using the virtual laboratory platforms. These findings collectively suggest that VL can positively influence perceptions and attitudes toward biotechnology among healthcare professionals.
... Research by Kay et al. (2018) on the use of virtual labs in an allied health program further reinforced the positive attitudes of students towards virtual labs. Despite some reported challenges, a majority of the students agreed that virtual labs helped prepare them for traditional labs. ...
This research studied the impact of integrating virtual laboratories in chemistry lessons among 22 pre-service teachers who were enrolled in a Bachelor of Education program, focusing on middle and high school science. These participants were systematically divided into an experimental group (EG) and a control group. Both groups engaged in the same organic chemistry lesson and subsequent lab session, the only difference being that EG received additional training via a virtual laboratory prior to the hands-on lab session. A survey, conducted both before and after the experiment, was utilized to measure participants’ attitudes towards the use of virtual laboratories. The quantitative data analysis revealed a significant positive shift in EG’s attitudes post-intervention, suggesting that virtual laboratory experiences enhance their learning and engagement. Specifically, participants exhibited improved understanding of the educational methodologies and heightened engagement during the physical lab work. However, no significant differences were observed between the two groups concerning the technical aspects of the experiments, implying that the virtual labs’ impact on perspectives about the technical components of a chemistry lab was consistent across both groups. These findings support the view of virtual laboratories as a viable supporting tool for science education, promoting technology integration into teaching practices to meet the demands of 21<sup>st</sup> century learning outcomes. This research concludes with recommendations for future studies to explore further the implications of virtual labs on various aspects of science education.
... The findings of our study were found to be similar to that done by Verma et al (Dhir et al., 2017). Feedback from the study by Kay R indicated that students (30%) appreciated the ability to learn independently at the time they preferred (Kay et al., 2018). The results of the cross-sectional study of Abdullh AlQhtani in six medical schools across Saudi Arabia showed that 41 % of students had felt that virtual class was less effective in terms of building skills (AlQhtani et al., 2021). ...
Introduction: Practical classes are conducted in settings where students learn and practice under the supervision and guidance of instructors. With the increasing use of technology in education, medical schools have adopted several innovative strategies in response to the crisis, with a shift to online learning. Aim: To find out the effectiveness of conducting practical teaching learning methods through online platforms and comparison with the conventional direct method. Materials and methods: A Descriptive Cross-sectional study was conducted among the first year MBBS students after dividing them into 2 random group. First group was taught practical classes by online methods and the second group by offline methods following which both groups were assessed using objective structured practical exam. Both the groups were administered a pre-validated semi-structured questionnaire. The data was analysed using SPSS software. Results: Overall analysis of entire questionnaire concludes that offline teaching had higher median when compared to online teaching and this difference in median is statistically significant (p< 0.05). In assessment of both the group of students by objective structured practical exam, the students who learnt by offline teaching methods secured higher mean marks when compared to those who learnt by online teaching and this difference in means is statistically highly significant (p < 0.01). Conclusion: The results of our study suggests that online learning of practical skills, though easier with flexible timings may not be as effective as learning by conventional methods. Majority of students reported conventional teaching methods as their preferred method to learn new practical skills. They also opted for blended learning for revision of practical.
... Moreover, numerous mishaps that technology integration in education. Challenges reported by Kay et al. (2018) among them were navigational issues and lack of control of over the choice of content and a failure to grasp specific ideas. ...
CLINT ERVEN H. MOSQUEDA. 2023. Effect of Utilizing Interactive Virtual Lab on Students Performance in Physics, MSTP Thesis. Graduate School, University of Southern Mindanao, Kabacan, Cotabato. 80pp.Major Adviser: JEAN R. MAGANAKA, MSTPThis research investigated the effect of utilizing interactive virtual lab (Labster) on students performance in physics among the grade 10 of Dungoan High School. It is a quasi-experimental research that uses the Randomized Pretest-Posttest Control Group Design, Using Matched Subjects. Differences in the performances of students who used Labster (experimental group) and with those who did not utilize it (control group) were tested in terms of the result in the posttest. Students performances were measured using a 40-item test that undergone pilot testing and content validation.Results revealed that the significant increase of students performance in the experimental group provides positive effect as (computed U = 2.000, p < 0.001). It wasfound that the use of Labster contribute on enhancing students learning in physics.Results in the rank gain scores with a significant difference in two groups (computed U = 5.500, p < 0.001) revealed that Labster also developed positive attitude towards learning physics with large Cliffs effect size difference of d = 0.71. Thus, there was a significant difference between the experimental and control group. The qualitative part of this research revealed that students perception in utilization of Labster was a great technological integration in terms of learning contents, interface design, and learning experiences with a weighted mean of 4.08, 4.34, and 4.72 respectively. Moreover, the experimental group experienced difficulties while using Labster such as (1) program incompatibility with lower processor (2) incapability to perform tasks with more than two activities at a time and (3) insufficient computer literacy.
... Similarly, Salter and Gardner also noted that students prefer face to face labs to online labs [12]. Another study by Kay et al. also reported 50% of the students preferred both face to face and online lab sessions [19]. Our observations, combined with those of other researchers, support the notion that most students respond better to face-to-face instruction [20]. ...
... where undergraduate students felt that online lab sessions were the same or better than face to face experience [25]. Kay et al. also suggested that online labs were more helpful than face to face labs [19]. In our study, the potential advantage that students found in online lab sessions were its effectiveness for theoretical sessions, its advantage of flexibility, elimination of time constraints, and effectiveness in the transfer of knowledge using online tools. ...
Background
The COVID-19 pandemic has impacted all spheres of society including medical education and healthcare systems. In response to the pandemic, there has been a transition in medical education practice from traditional forms of teaching to online instruction delivery and virtual learning. Effective clinical microbiology education involves a combination of 'hands-on' practical learning and instructional delivery of scientific knowledge. Microbiology practical laboratories are critical learning environments offering 'hands-on' learning experiences that cannot be replicated through online learning. We conducted a mixed-methods study to understand the perception of online and face-to-face microbiology laboratory sessions among the medical students and microbiology faculty at Arabian Gulf University (AGU).
Methods
The study participants were third and fourth-year undergraduate medical students and faculty involved in delivering microbiology labs at AGU. The questionnaire consisted of questions ranging from perceived learning style to attitude towards online delivery of microbiology curriculum. After the questionnaire administration (google form), focus group discussion (FGD) was conducted for students and microbiology faculty separately.
Results
Among 168 students, 50.6% preferred face-to-face lab sessions as compared to 30.4% who preferred online labs, and 51.8% considered online labs to be an essential addition to face-to-face labs. Among the faculty, 85.7% preferred the face-to-face mode of teaching. All the faculty (100%) disagreed that all the microbiology labs teaching should be online. 57.2% considered online labs to be an essential addition to traditional face-to-face labs. Both faculty and students hold that a blended mode of instructional delivery is vital and indispensable for the transfer of skills and knowledge for microbiology students.
Conclusion
The blended mode of delivering microbiology laboratory sessions in medical school is successful and well-received by both students and faculty. Students take the responsibility for furthering their own learning and understanding of concepts. Instructors have also noticed that blending learning strategies also successfully enhances the development of cognitive skills and problem-solving abilities in students. A review of the microbiology lab curriculum is necessary to identify content areas that can be delivered effectively through online, face-to-face lab sessions, or both, supported with appropriate tools and infrastructure.
... The results were supported by the study of Kay et al. (2018), that virtual laboratories contained essentially all new information. Also, students had positive attitudes towards visual learning, authenticity, learner control, organization, and scaffolding afforded by the virtual lab. ...
This study investigated the hands-on and virtual laboratory learning experiences and laboratory preference of 91 purposively selected Bachelor of Secondary Education major in Science students in performing science experiments. This study utilized descriptive-correlation research design to determine the significant difference and relationship between the variables of the study. The results gathered were treated and analyzed using t-test and Pearson's r correlation. Based on the results taken from the researchers’ designed questionnaire, the study revealed that students had positive learning experiences towards hands-on laboratory with a mean of 4.45 in terms of thinking, understanding, performing, and reasoning than in virtual laboratory with 3.43. Moreover, most of them highly preferred hands-on laboratory with a mean of 4.01 in terms of learning environment, motivation and enjoyment, stimulation of active learning, comfort, and convenience over virtual lab with 3.20. It was also found that the students’ preference was significantly different which hands-on laboratory is more preferred compare to virtual laboratory. Hence, there was a moderate correlation in learning experiences and laboratory preference in hands-on laboratory. Meanwhile, there was a strong correlation between these two variables in a virtual laboratory. As a result, students have more positive learning experiences as well as preference in hands-on compare to virtual laboratory. Therefore, laboratory facilities should be developed by educational institutions in order to supports the theoretical understanding of students in various science lessons for their lifelong learning.
Keywords: Hands-on laboratory, Laboratory preference, Learning experiences, Science experiments, Virtual laboratory
... Rowe et al. (11) recorded nearly identical comments in a study that included laboratory classes in biology, chemistry, and physics. An instructional design that has been well-received by students is a blended format, where students prepare for the in-person laboratory by doing online prework that often includes a simulation or other virtual experiment (12)(13)(14)(15). ...
FREE FULL TEXT available at https://doi.org/10.1152/advan.00190.2020
This paper describes how an anatomy and physiology laboratory class transitioned from a paper-based lab to an online learning platform that updated the curriculum to rely more on face-to-face small group collaboration and peer teaching. Student perceptions of the new format were positive, but halfway through the transition a global pandemic challenged the new instruction method. The face-to-face curriculum had to be adjusted to a virtual format that lacked in-person interaction between the instructor and the students. This switch to virtual labs had an adverse effect on both student perception and student performance in the second half of the semester. Our observations underscore the importance of creating an interactive community when teaching virtually.
... An emerging educational technology in training in the use of medical devices is that of virtual reality simulation (Lino et al., 2016). The benefits of virtual simulation are, for example, that it offers a cost-effective approach to providing students with sufficient preparatory information to improve their knowledge and skills, and allowing practice in dealing with incidents in a safe environment, including allowing the trainee to make mistakes (Foronda et al., 2017;Kay et al., 2018). A study conducted by Porte et al. (2018) in hospitals showed that as the risks in the use of medical devices increase, the frequency and type of training and examination are also increased and are also more extensive. ...
Background
To use advanced medical technologies (AMTs) correctly and safely requires both specialist knowledge and skills, plus an awareness of risks and how those can be minimized. Reporting safety concerns about AMTs in home care can contribute to an improved quality of care. The extent to which a health care organization has integrated the reporting, evaluation and learning from incidents is a key element of that organization’s patient safety culture.
Objectives
To explore nurses’ experiences regarding the education followed in the use of AMTs in the home setting, and their organizations’ systems of reporting.
Design
Descriptive cross-sectional design.
Methods
209 home care nurses from across the Netherlands who worked with infusion therapy, parenteral nutrition and/or morphine pumps responded to the online questionnaire between July 2018-February 2019. The analysis of the data was mainly descriptive.
Results
Educational interventions that are most often used to learn how to use AMTs were instruction by a nurse (61-80%), practical training in the required skills (58-77%) and acquiring information to increase theoretical knowledge (59-78%). Considerable attention is paid to patient safety (86-91%) and the home setting (86-94%). However, a substantial proportion of the nurses (up to 29%) use AMTs even though they had not been tested on their skills. 95% of the respondents were well acquainted with the incident reporting protocol of their organization, but only 49% received structural or regular feedback on any actions taken as a result of event reporting.
Conclusions
This study revealed aspects of nurses’ education that imply risk factors for patient safety. Practical training is not always given, additional or retraining is often voluntary, and the required skills are not always tested. However, the results show that nurses do have a good awareness of patient safety. Incidents are mainly discussed within the team, but less at the organizational level.
... Following the pace of building a "smart city", building a modern and intelligent "smart campus" and providing students with better practical environment and more practical opportunities has become the goal pursued by our university [1][2] . At present, many colleges and universities are open to the laboratory construction has carried on the preliminary 2 attempt, through laboratory information management system of experimental teaching resources for centralized control, can replace the past paper office, solve the booking record easily lost, students experimental process and the difficulty of information statistics, complicated issues, make up for the deficiency existing in the traditional laboratory management, very good experiment teaching results have been achieved [3][4] . However, with the continuous expansion of teaching scale and more and more experimental courses, the demand of students for computer experiments is also increasing. ...
The rapid development of computer technology and network bandwidth has produced unprecedented influence on the way of human learning. Along with the humanized development of computer software technology and high-level program language, experimental teaching is gradually becoming virtualized. Not only a variety of multimedia teaching courseware emerges one after another, but also a large number of virtual laboratories appear on the network. Virtual laboratory is essentially the simulation of real experiment scene, in which students should have similar experience and the same learning effect as real laboratory. Therefore, the virtual laboratory should be able to satisfy the students to carry out autonomous exploratory operation. The purpose of this paper is to study the open computer network virtual laboratory based on big data technology. This paper first introduces the meaning of big data technology, then studies the content of video decoding technology, and then introduces the definition scope and characteristics of virtual reality technology. This paper designs and implements VR open computer network virtual laboratory based on big data technology. The test results show that the system designed in this paper has good performance. The CPU consumption rate of the system server designed in this paper only accounts for 4.5%.
... However, studies show that students in science and engineering programs tend to do well with visual, inductive, active, and global learning methods [3] [4]. An approach that has been proposed and analyzed in several studies involve the use of setting up virtual laboratory facilities [5] [6]. Though, this is useful mainly in remote teaching applications, the authors believe that this is not an immediate solution for the knowledge gap observed in the courses in this study. ...
