To Go Virtual or Not to Go Virtual, That is the Question A Comparative Study of Face-To-Face Versus Virtual Laboratories in a Physical Science Course

• Published in: Journal of college science teaching Vol. 48; no. 2; pp. 59 - 67
• Main Authors: Miller, Travis A., Carver, Jeffrey S., Roy, Abhik
• Format: Journal Article
• Language: English
• Published: Abingdon National Science Teachers Association 01.11.2018; Taylor & Francis Ltd
• Subjects: Academic Achievement; College Science; College Students; Comparative analysis; Computer Simulation; Control Groups; Conventional Instruction; Educational aspects; Educational Technology; Instructional Effectiveness; Knowledge Level; Laboratories; Laboratory schools; Online instruction; Physical Sciences; RESEARCH AND TEACHING; School science laboratories; Science; Science Curriculum; Science education; Science Instruction; Science Laboratories; Student Attitudes; Student Needs; Study and teaching; Teaching Methods; Technology application; Technology Uses in Education; Virtual reality; Virtual reality technology
• ISSN: 0047-231X; 1943-4898
• DOI: 10.2505/4/jcst18_048_02_59

This article outlines a study that compared an online virtual laboratory with a face-to-face laboratory. The main objective of the study was to evaluate the effectiveness of a virtual method of instruction for a general studies, physical science laboratory course. Using a pretest–posttest only design with nonequivalent control groups, differences between assessment scores, attitudes, and personal preferences were used to evaluate the likelihood of any impact of the online delivery when compared with that of the traditional method. No significant differences were found between the groups’ content knowledge gained or in their attitudes or preferences. While this result may seem discouraging at first, virtual laboratory sections can often be cost-effective for institutions to use and therefore may be a favorable choice. Also, there is a growing need or desire for online formats, and this study demonstrates that virtual methods are an effective alternative to face-to-face methods with laboratory content knowledge attainment. A discussion follows with suggestions or items to consider in designing or switching to a virtual format.