Integrating Virtual Labs in a Blended Learning Environment

Change display time — Currently: Central Daylight Time (CDT) (Event time)
Location: Virtual
Experience live:

Watch recording:

Listen and learn : Ed talk

Kristina Harb
Giancarlo Perez-Flores
Explore the application of online interactive laboratory simulations in secondary science courses. Virtual labs have been shown to improve student academic success when combined with active feedback. We'll cover different approaches and best practices for introducing virtual labs in blended learning environments.

Audience:	Teachers, Teacher education/higher ed faculty, Technology coordinators/facilitators
Skill level:	Beginner
Attendee devices:	Devices useful
Attendee device specification:	Laptop: Chromebook, Mac, PC
Topic:	Distance, online & blended learning
Grade level:	PK-12
Subject area:	Science, STEM/STEAM
ISTE Standards:	For Educators: Learner Set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness. Stay current with research that supports improved student learning outcomes, including findings from the learning sciences. Facilitator Manage the use of technology and student learning strategies in digital platforms, virtual environments, hands-on makerspaces or in the field.

Proposal summary

Purpose & objective

The purpose of this presentation is to share information and best practices for virtual labs in blended learning environments.

Participants will be able to describe the importance of virtual labs for science education.

Participants will be able to implement virtual labs in blended learning environments.

Participants will be able to utilize virtual labs as support for traditional labs.

Participants will be able to discuss challenges in adapting to blended learning environments.

Outline

Introduction to virtual labs and different virtual lab platforms (10 mins)
Present research supporting virtual labs as alternatives to traditional labs (5 mins)
Best practices for virtual labs in blended learning environments (10 mins)
Modeling virtual labs in active learning (10 mins)
Personalizing learning with virtual labs (10 mins)
Reflection and discussion (10 mins)
Questions (5 mins)

Supporting research

Achuthan, K., Francis, S. P., & Diwakar, S. (2017). Augmented reflective learning and knowledge retention perceived among students in classrooms involving virtual laboratories. Education and Information Technologies, 22(6), 2825-2855. https://doi.org/10.1007/s10639-017-9626-x
National Research Council, Division of Behavioral and Social Sciences and Education, Board on Science Education, & Committee on a Conceptual Framework for New K-12 Science Education Standards. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. National Academies Press.
Reece, A., & BUTLER, M. (2017). Research and teaching: Virtually the same: A comparison of STEM students' content knowledge, course performance, and motivation to learn in virtual and face-to-face introductory biology laboratories. Journal of College Science Teaching, 046(03). https://doi.org/10.2505/4/jcst17_046_03_83
Son, J. Y., Narguizian, P., Beltz, D., & Desharnais, R. A. (2016). Comparing physical, virtual, and hybrid flipped labs for general education biology. Online Learning, 20(3). https://doi.org/10.24059/olj.v20i3.687
Neumann, D. L., Neumann, M. M., & Hood, M. (2011). Evaluating computer-based simulations, multimedia and animations that help integrate blended learning with lectures in first year statistics. Australasian Journal of Educational Technology, 27(2). https://doi.org/10.14742/ajet.970
U.S. Department of Education. (2017). Reimagining the Role of Technology in Education: 2017 National Education Technology Plan Update. https://tech.ed.gov/netp/
Jennifer Hall Rivera (2016) Science-based laboratory comprehension: an examination of effective practices within traditional, online and blended learning environments, Open Learning: The Journal of Open, Distance and e-Learning, 31:3, 209-218, DOI: 10.1080/02680513.2016.1208080

More [+]

Presenters

Kristina Harb, New Jersey City University

Kristina Harb has a BS in Biology, MS in Clinical Mental Health Counseling, and is currently pursuing her Ed D. in Educational Technology Leadership. She has worked at New Jersey City University for the last 4 years as adjunct faculty and on grant initiatives to improve academic outcomes for K–12 STEM students. Previously presented at the Alliance for Hispanic Serving Institution Educators on grant initiatives, and currently scheduled to present at the Hispanic Association for Colleges and Universities on virtual platforms and integration of Active STEM Learning interventions.

Giancarlo Perez-Flores, New Jersey City University