Using Virtual Laboratories as Interactive Textbooks: Studies on Blended Learning in Biotechnology Classrooms

Authors

DOI:

https://doi.org/10.4108/el.2.6.e4

Keywords:

Virtual labs, remote labs, Feedback, student’s performance, blended learning

Abstract

Virtual laboratories, an ICT-based initiative, is a new venture that is becoming more prevalent in universities for improving classroom education. With geographically remote and economically constrained institutes in India as the focus, we developed web-based virtual labs for virtualizing the wet-lab techniques and experiments with the aid of graphics favoured animations, mathematical simulators and remote triggered experimentations. In this paper, we analysed perceived usefulness of Biotechnology virtual labs amongst student groups and its role in improving the student’s performance when introduced as a learning tool in a blended classroom scenario. A pedagogical survey, via workshops and online feedback, was carried out among 600 university-level students and 100 remote users of various Indian universities. Comparing learning groups on usage of blended learning approach against a control group (traditional classroom methods) and an experimental group (teacher-mediated virtual labs), our studies indicate augmented academic performance among students in blended environments. Findings also indicated usage of remotely-triggered labs aided enhancing interaction-based lab education enabling anytime-anywhere student participation scenarios.

Citations
  • Citation Indexes: 14
Captures
  • Readers: 55

Downloads

Published

14-07-2015

How to Cite

[1]
H. Sasidharakurup, R. Radhamani, D. Kumar, N. Nizar, K. Achuthan, and S. Diwakar, “Using Virtual Laboratories as Interactive Textbooks: Studies on Blended Learning in Biotechnology Classrooms”, EAI Endorsed Trans e-Learn, vol. 2, no. 6, p. e4, Jul. 2015.
Rakhi Radhamani, Dhanush Kumar, Nijin Nizar, Krishnashree Achuthan, Bipin Nair, Shyam Diwakar (2021)
What virtual laboratory usage tells us about laboratory skill education pre- and post-COVID-19: Focus on usage, behavior, intention and adoption. Education and Information Technologies, 26(6), 7477.
10.1007/s10639-021-10583-3
Carlos Ocampo-López, Oscar Muñoz-Blandón, Leidy Rendón-Castrillón, Margarita Ramírez-Carmona (2023)
Post-Digital Learning for Rural Development: A Case Study of Open Biotec MOOCs in Colombia. Future Internet, 15(4), 141.
10.3390/fi15040141
Stephane Kundig, Constantinos Marios Angelopoulos, Jose Rolim (2018)
Proceedings of the International Conference on Information Technology & Systems (ICITS 2018). Advances in Intelligent Systems and Computing, 721, 804.
10.1007/978-3-319-73450-7_76
Shyam Diwakar, Rakhi Radhamani, Hemalatha Sasidharakurup, Dhanush Kumar, Nijin Nizar, Krishnashree Achuthan, Bipin Nair (2016)
E-Learning, E-Education, and Online Training. Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, 160, 44.
10.1007/978-3-319-28883-3_6
Teresa K. ABUYA, Omosa E. MOCHAMA, Edwin O. MAKWORO (2021)
SOCIAL MEDIA: AN IMPEDIMENT OR INSPIRATION TO IMPLEMENTATION OF DIGITAL LITERACY PROGRAMME IN KISII COUNTY, KENYA. Journal of Technology and Information, 12(2), 129.
10.5507/jtie.2020.017
Heru Setiawan, Hertien Koosbandiah Surtikanti, Riandi (2023)
Proceedings of the 3rd International Conference on Biology, Science and Education (IcoBioSE 2021). Advances in Biological Sciences Research, 32, 341.
10.2991/978-94-6463-166-1_45
Krishnashree Achuthan, Saneesh P. Francis, Shyam Diwakar (2017)
Augmented reflective learning and knowledge retention perceived among students in classrooms involving virtual laboratories. Education and Information Technologies, 22(6), 2825.
10.1007/s10639-017-9626-x