Herein, we present an integrated upper division chemistry laboratory experiment involving the synthesis, characterization, and evaluation of catalytic metal--organic frameworks (MOFs). Experiments are designed to facilitate the solvothermal synthesis and characterize MOFs, including UiO-66, UiO-66-NH[subscript 2], and UiO-66-NO[subscript 2]. The…

The COVID-19 pandemic disrupted community colleges and created a new context in which they were forced to operate. Faculty, especially those who normally taught in-person, were required to transition quickly to fully online classrooms. Drawing on semi-structured interviews conducted at the start of the pandemic with 17 students pursuing degree…

As the COVID-19 pandemic transformed higher education, St. John's University (New York), among other academic institutions, worked to incorporate methodologies that would allow for social distancing and the attainment of hands-on experience that is expected of a science laboratory course. To account for the constraints that the pandemic posed, St.…

This study aimed to determine the effect of using a virtual anatomy system (VAS) on student learning with regard to reproductive system with respect to the acquisition of misconceptions. This study used an experimental method by comparing the results of the class learning using virtual laboratory media with a control class. The result showed that…

Virtual laboratories (VLs) enable students to experiment, analyze data, or interact with digital content in a nonphysical space. VLs include simulations, electronic notebooks, videos, and augmented reality. As part of the "VL Project," comprising five academic institutions in Ireland, we sought to determine how VLs might enhance…

The integration of Virtual Laboratories (VLs) into blended learning environments in science education offers a multifaceted educational experience that bridges the gap between theoretical knowledge and practical application. This approach provides dynamic, interactive learning opportunities that can be customized to meet various educational needs…

This paper describes a case study of an online physics laboratory course implemented for 254 engineering students at Walailak University in Thailand in response to the COVID-19 pandemic. The laboratory sequence was designed based on the United Kingdom Professional Standards Framework and covered eight experiments on fundamental concepts of motion,…

The designs of many student-facing learning analytics (SFLA) dashboards are insufficiently informed by educational research and lack rigorous evaluation in authentic learning contexts, including during remote laboratory practical work. In this article, we present and evaluate an SFLA dashboard designed using the principles of formative assessment…

This study examines pre-service science teachers' opinions about STEM-supported hands-on activities and emergency remote teaching performed in laboratory courses during the pandemic. It was conducted with 14 pre-service teachers; they were asked to design an experiment by integrating STEM concepts and hands-on activities. The participants designed…

The problem addressed through this study was the absence of a critical examination of laboratory exercises used with first-year nonbiology majors and the deployment of virtual laboratories in the biology department at the project site university without critical analyses associated with the efficacy of virtual labs. Grounded in Mayer's cognitive…

Laboratory experience is an integral part of the undergraduate curriculum in most engineering courses. When physical learning is not feasible, and when the demand cannot be met through actual hands-on laboratory sessions, as has been during the COVID-19 pandemic, virtual laboratory courses can be considered as an alternative education medium. This…

Motivation, belonging, and inclusion are all critical factors for student success but can be difficult to support in asynchronous online courses. Active learning and required group work have been shown to increase student motivation in in-person and synchronous online courses, but little is known about their impact in online asynchronous settings.…

The COVID-19 pandemic has compelled innovations in science teaching and learning, such as blending online sessions with conventional face-to-face classes. We developed and validated the Blended Laboratory and E-learning iNstructional Design (BLEND) model for university-level remote laboratory sessions (RLS) to respond to the fluctuating…

Involving students in laboratory and inquiry-based activities can help them understand the concepts of physics. However the learning process should not only focus on the concepts. Moreover, the advantages of using virtual or physical labs are still under examination. The purpose of this study is to analyse which of the two modes (virtual or…

General education science courses at a Canadian postsecondary institution implemented "Beyond Labz" virtual science labs. Faculty members teaching vocational science-related courses tested this resource. This qualitative study explores faculty member and learner perceptions of the efficacy of these virtual labs in terms of ease of use,…