Attend
Exhibit
Integrating Virtual Labs in a Blended Learning Environment |
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
|
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.
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)
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
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 a middle school science teacher who began his educational career after graduating from William Paterson University in 2016. His passion for teaching and technology drives his instructional style to prepare the next generation. He is currently on the journey to complete his Ed.D. in Educational Technology Leadership and take on the challenges in education to achieve equitable academic success for all.
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