Virtual Labs: Difference between revisions
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==Affordances== | ==Affordances== | ||
Computer generated teaching and learning environments are being accepted as an authentic way to achieve the benefits of hands on learning where traditional, concrete settings may not be accessible (Zumbach, Schmitt, Reimann & Starkloff, 2006). Studies have shown that students participating in classes with virtual labs perform just as effectively as those students acquiring their knowledge in a real laboratory setting (Tatli & Ayas, 2013). In newly developing subject areas, such as web application security, virtual interactive experiences provide a solid foundation which enables enhanced skill development while at the same time retaining student interest in the topic (Li-Chiou & Tao, 2012). | |||
Today’s students are technologically driven and virtual labs can be an arena where the desire to work with computers can fuse with the lessons and skills that used to be taught in a more conventional manner (Stuckey-Mickell & Stuckey-Danner, 2007). This statement is supported by the fact that entire post-secondary institutions now exist solely online because of the demand, acceptance and quality of virtual programs, including labs (Prieto-Blazquez, Herrera-Joancomarti & Guerrero-Roldán, 2009). For leaners who are hesitant to embrace the classroom, virtual labs can aide inexperienced students, as they are less anxious about working independently in virtual labs which helps facilitate non-distracted learning (Dalgarno, Bishop, Adlong, & Bedgood Jr, 2009). Another positive spin off of using virtual labs is that they allow students to develop enriched computer skills which will assist them as they advance their education and eventually enter the workforce (Kerr, Rynearson & Kerr, 2004) | |||
Virtual labs are an excellent alternative for school systems facing budgetary concerns, as they eliminate the need for expensive laboratory equipment and a functioning lab space large enough to accommodate many students (Tüysüz, 2010). They even help alleviate the workload of teachers, as less planning and preparation is required, while eliminating the chaos that can be associated with demonstrating and observing an overcrowded laboratory environment filled with students who have limited knowledge of their surroundings (Tüysüz, 2010). Virtual labs are necessary to run complex simulations of well-known theories which would otherwise be impossible to demonstrate (Singh, 2012). When testing strictly theoretical principles, simulated programs have an advantage because real world results can be inexact, sometimes to the point where it obscures the lesson meant to be delivered, while virtual labs allow theories to be tested under optimal conditions (Ramasundaram, Grunwald, Mangeot, Comerford & Bliss, 2005). They also have the benefit of increased safety, as there is no exposure to potentially harmful substances or apparatus, and decreased amount of time it takes to actually complete the laboratory assignment, as set up and take down of equipment is eliminated (Toth, Ludvico & Morrow, 2012). | |||
==Constraints== | ==Constraints== | ||
Revision as of 22:27, 9 June 2014
Virtual Lab
Ashley Macleod, Memorial University of Newfoundland
Definitions and background
Virtual labs can be defined as a simulated interaction encompassing the contributions of technology, educational theory and individual human influences (Prieto-Blazquez, Herrera-Joancomarti & Guerrero-Roldán, 2009). Even though collaborative learning enhanced by computer technology dates back to 1984 (Jara et al., 2009), because of the extensive global adaptation of the World Wide Web and advances in network technology, virtual laboratories are becoming more accessible to many students at an unprecedented rate (Tejedor, Martínez & Vidaurre, 2008). They provide environments in which learners can demonstrate a transfer of knowledge from theoretical to practical application (Tatli & Ayas, 2013).
Specific to the scientific community, participants in virtual labs manipulate virtual tools and/or systems to perform experiments on a computer generated program that can be accessed locally or via the internet (Chen, 2010). Virtual labs can offer an environment that imitates the knowledge and experiences a student would gain by participating in a class field trip (Ramasundaram, Grunwald, Mangeot, Comerford & Bliss, 2005). With increasing improvements in technology, virtual labs can change the way students learn and obtain information, providing a well-rounded and complete educational experience (Najjar, 2008).
Affordances
Computer generated teaching and learning environments are being accepted as an authentic way to achieve the benefits of hands on learning where traditional, concrete settings may not be accessible (Zumbach, Schmitt, Reimann & Starkloff, 2006). Studies have shown that students participating in classes with virtual labs perform just as effectively as those students acquiring their knowledge in a real laboratory setting (Tatli & Ayas, 2013). In newly developing subject areas, such as web application security, virtual interactive experiences provide a solid foundation which enables enhanced skill development while at the same time retaining student interest in the topic (Li-Chiou & Tao, 2012).
Today’s students are technologically driven and virtual labs can be an arena where the desire to work with computers can fuse with the lessons and skills that used to be taught in a more conventional manner (Stuckey-Mickell & Stuckey-Danner, 2007). This statement is supported by the fact that entire post-secondary institutions now exist solely online because of the demand, acceptance and quality of virtual programs, including labs (Prieto-Blazquez, Herrera-Joancomarti & Guerrero-Roldán, 2009). For leaners who are hesitant to embrace the classroom, virtual labs can aide inexperienced students, as they are less anxious about working independently in virtual labs which helps facilitate non-distracted learning (Dalgarno, Bishop, Adlong, & Bedgood Jr, 2009). Another positive spin off of using virtual labs is that they allow students to develop enriched computer skills which will assist them as they advance their education and eventually enter the workforce (Kerr, Rynearson & Kerr, 2004)
Virtual labs are an excellent alternative for school systems facing budgetary concerns, as they eliminate the need for expensive laboratory equipment and a functioning lab space large enough to accommodate many students (Tüysüz, 2010). They even help alleviate the workload of teachers, as less planning and preparation is required, while eliminating the chaos that can be associated with demonstrating and observing an overcrowded laboratory environment filled with students who have limited knowledge of their surroundings (Tüysüz, 2010). Virtual labs are necessary to run complex simulations of well-known theories which would otherwise be impossible to demonstrate (Singh, 2012). When testing strictly theoretical principles, simulated programs have an advantage because real world results can be inexact, sometimes to the point where it obscures the lesson meant to be delivered, while virtual labs allow theories to be tested under optimal conditions (Ramasundaram, Grunwald, Mangeot, Comerford & Bliss, 2005). They also have the benefit of increased safety, as there is no exposure to potentially harmful substances or apparatus, and decreased amount of time it takes to actually complete the laboratory assignment, as set up and take down of equipment is eliminated (Toth, Ludvico & Morrow, 2012).