There are considerable challenges in delivering authentic and meaningful student laboratory experiences at a distance. Virtual, remote and blended online laboratory learning experiences have been successfully incorporated into a variety of educational programs. The challenge remains in achieving wide acceptance of these modes of delivery as a valid learning experience, especially in the sciences.
At Thompson Rivers University (TRU), we have been actively investigating the use of remote operation of scientific instrumentation for undergraduate chemistry students. The BC-Integrated Laboratory Network (BC-ILN) initiative strives to improve access to chemical analysis instrumentation and supporting instructional material through the use of web-based technologies. The impact that these activities can have on undergraduate education and the student learning environment was explored by assessing and comparing traditional student laboratory practices and experiences to a remote experience. By incorporating the analysis of real world samples and “anyplace, anytime” learning practices into the collection of educational resources available to distance learners, we hope to provide genuine and mindful scientific opportunities for student learning.
This presentation explores the use of the various types of online chemistry laboratory learning activities; relates their use to best practices in online science education including defining learning objectives, assessing student learning and evaluating the instructional effectiveness; and discusses the importance of the scholarship of teaching and learning to validate this educational tool in current chemical education. We will also highlight the types of online lab activities currently used at TRU.
Of Interest to: Online and distance education, Post-secondary education, K-12 educators, Instructional designers, Researchers, Educational technologists, Administrators
