Virtual labs are equivalent to authentic labs. (pro) John Olson & Afrodita Fuentes.

Virtual labs are equivalent to authentic labs. (pro)

John Olson

&

Afrodita Fuentes

Position Statement: (Intro)

By its very design, a virtual lab cannot be identical to an authentic wet lab. However, by

weighing the many benefits of a virtual lab against the traditional wet lab, an argument can be made that virtual labs are equivalent in value

to the learner because they address different learning styles and offer a more flexible and open

ended environment for inquiry.

Virtual labs – flexibility (Intro)

can be conducted anytime and anywhere No time is needed for equipment set-up & wait time for results lessen safety issues without the use of dangerous chemicals Lower cost – no lab equipment, materials, and lab space necessary

Virtual Labs – personalization (Intro)

every student actively participates

multiple scenarios can be presented for students

students can repeat the experiment multiple times

students receive prompt & personalized feedback

Virtual Labs – personalization (Intro)

provide boundaries and guide towards instructional goals

limit the range of exploration to something manageable and challenging, but still allow for inquiry, exploration, and discovery

End Introduction

Cookbooking

“A significant fraction of students go through these (wet) laboratories with little thought about what they should learn, but narrowly follow the written directions for and experiment to get the expected results

(affectionately called cookbooking).”

Factors driving cookbooking

The study further suggested that “a prime factor behind this tendency to “cookbook” is

the rigidity imposed upon instructional laboratories by severe time constraints, large

numbers of students, costs, environmental considerations, and safety considerations.”

(Woodfield, et al, 2004 The Virtual ChemLab Project: )

Scope of Virtual Laboratories

ChemLab Project is “not to teach laboratory technique…” but “…instead focus on the

“what”, “when”, and “why” of experiments.” Woodfield, et all

“…designed to connect theory with practice and to teach cognitive thinking skills.”

Scope of Virtual Laboratories

With the virtual lab, students don’t have to worry about messing up or

about wasting time and materials, and have the ability to create multiple

scenarios

Research Supporting VLNorthwestern University

The study compared electronic engineering students using computer aided simulation software

with traditional hands on laboratory equipment. (Hall, T. M., 2000)

Mean scoring results showed no difference in the scores between the two groups.


Overall students did not believe that either of the two environments was significantly better for

learning the objective of the lab or the relevant theory.


Perhaps the most compelling pro VL argument in Hall’s research were his comments on recent

experiences with “the local and regional job market for Northwestern State’s EET graduates.

Employers are expecting more computer based design and problem-solving skills than ever

before.” Virtual labs may in this circumstance be preferable to hardware labs.

.

Research Supporting VLThe Virtual ChemLab Project

Analysis of the data determined that “students who used the inorganic simulation

believe that the program increases their ability to apply the principles and understanding they acquired in the

classroom to a problem solving setting.” (Woodfield, et all 2004).

Research Supporting VLUniversity of Texas

Vickie Freeman, chairwoman of clinical laboratory sciences and the Medical Branch’s School of Allied Health Sciences commented

about the effectiveness of virtual laboratories.

Research Supporting VLUniversity of Texas

“..students don’t have to worry about ruining expensive bacterial cultures—they are part of a computer simulation “We’re actually able to give them more variables than we would in a

clinical laboratory. Virtually we can re-create any circumstances we want.”

.

Research Supporting VL University of North Carolina

Online students do chemistry projects at home in their kitchen and report back results to their

instructors via the internet.

Professor Reeves commented that “…they are also learning at least as much as they would learn

in an on-campus chemistry lab.”

(Carnevale, D. 2003 p. 9)

Research Supporting VL University of North Carolina

“online students outperformed on-campus students on the final exams and on the in-lab practical exams” that Reeves gave to some of

the distance learners.”

What students have to say

“75% of the students like the simulation program for many reasons: …it allowed

them the freedom to explore, …to focus on underlying chemistry principles, …to repeat

procedures, …and it was easy to use.”


Another stated that “…It also is interesting to try a bunch of experiments while they are all fresh in your mind and

have them work out quick so you can fully analyze everything all at once and

recognize the main point.”


One student surveyed stated that “I found that trial and error is a viable option, and I was much more apt to run several trial runs since they were

easier to do than in a wet lab.”

“For the first time, these students learned the value of trial and error and of gathering and

analyzing multiple pieces of data… …to decide which experimental procedures will achieve the

desired result.”


Students liked the fact that virtual reactions were quick, and could be

repeated multiple times, so they were more confident in their results.


Many students also reported that the simulation “increased their

understanding of the subject matter and improved their ability to think

like chemists.”

Learning modalities addressed

“The use of a VCL program is beneficial to students. Students showed a better comprehension of the techniques and basic concepts used in their

laboratory work. Use of VCL especially contributed to improving the work of those students

who have the greatest learning deficiencies.” (Martinez-Jimenez, Pontes-Pedrajas, Polo, & Climent-Bellido, 2003)

Learning modalities addressed

Allows for a wider variety of learning styles

Allows students to explore and experiment

End Position Section

Summary Benefits of Virtual Labs

Complements the traditional methods.

It permits the reflective self training of students throughout their individual work


Creates a viable option for distance learners.

Provides practical experience by connecting the theory taught in the classroom with the

“real world” of the laboratory.


Addresses the problem of overcrowded classes.

Allows instructors to focus on the explanation of basic theories and reduces the time devoted

to instrument operation and technique.


Provides a realistic learning environment for different learning styles

Teaches the cognitive processes (or analytical skills) that form the foundation of chemistry and

other laboratory sciences.


A simulated environment helps overcome the tendency of students to “cookbook” by reducing

many of the constraints of wet labs including costs, environmental and safety considerations.

Summary: Research Supporting VLKeller & Keller

Virtual labs offer more “student guidance, immediate support, tracking, & accountability.” No student is left waiting for the teacher’s instructions and no student waits for the others to do everything in the group.


Virtual labs can “provide boundaries to exploration that gently channel students toward

instructional goals while allowing real science to take place


Teachers can provide a variety of scenarios for students to choose. “Exploration may be limited but manageable and open for inquiry, exploration,

and discovery.”

Summary: Closing thought

It would appear that we have reached the limits of what it is possible to achieve with computer technology, although one should

be careful with such statements, as they tend to sound pretty silly in 5 years.

John Von Neumann (ca. 1949)

Virtual labs are equivalent to authentic labs. (pro) John Olson & Afrodita Fuentes.

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