Laboratoires virtuels pour les cours de formation générale postsecondaire et de sciences appliquées : Perceptions des professeurs
DOI :
https://doi.org/10.21432/cjlt28177Mots-clés :
développement professionnel des membres du corps enseignant, éducation générale, établissements polytechniques, laboratoires scientifiques virtuels, technologie éducativeRésumé
Les cours de sciences en éducation générale dans un établissement postsecondaire canadien ont mis en œuvre les laboratoires scientifiques virtuels Beyond Labz. Les membres du corps enseignant dispensant des cours de sciences à vocation professionnelle ont testé cette ressource. Cette étude qualitative explore les perceptions des membres du corps enseignant et des apprenants sur l'efficacité de ces laboratoires virtuels en termes de facilité d'utilisation, de conception d'activités pratiques, d'engagement des étudiants et d'accessibilité. Les données sont recueillies par l’entremise d’un groupe de discussion, de sondages, de réunions et de notes d'entrevue. L'étude a révélé que les apprenants et les membres du corps enseignant peuvent avoir des perceptions différentes de l'importance des laboratoires virtuels pour le développement de diverses compétences. À partir des données, cinq thèmes émergent concernant la prise en compte des besoins de divers apprenants et l'utilisation des multiples avantages des laboratoires virtuels. Bien que les laboratoires virtuels de sciences soient perçus comme un outil utile pour l'enseignement et l'apprentissage des sciences, les membres du corps enseignant identifient des obstacles tels que la nécessité de développer des compétences en littératie numérique, une formation initiale et un soutien institutionnel lors de l'introduction de nouveaux outils. Des recommandations pour une intégration efficace des laboratoires virtuels de sciences dans le programme d'études sont incluses.
Références
Abdulwahed, M., & Nagy, Z. K. (2009). Applying Kolb’s experiential learning cycle for laboratory education. Journal of Engineering Education, 98(3), 283–294. https://doi.org/10.1002/j.2168-9830.2009.tb01025.x
Accessibility Conformance Report. (2020). Beyond Labz. https://www.calstatela.edu/sites/default/files/groups/Accessible%20Technology%20Initiative/VPAT/bl_vpat_wcag_-_feb_2020.pdf
Afgan, E., Sloggett, C., Goonasekera N., Makunin, I., Benson, D., Crowe, M., Gladman, S., Kowsar, Y., Pheasant, M., Horts, R., & Lonie, A. (2015). Genomics virtual laboratory: A practical bioinformatic workbench for the cloud. PLoS ONE 10(10). https://doi.org/10.1371/journal.pone.0140829
Aljuhani, K., Sonbul, M., Althabiti, M., & Meccawy, M. (2018). Creating a Virtual Science Lab (VSL): The Adoption of Virtual Labs in Saudi Schools. Smart Learning Environments, 5(16). https://doi.org/10.1186/s40561-018-0067-9
Alves, G. R., Fidalgo, A., Marques, A., Viegas, C., Felgueiras, M. C., Costa, R., Lima, N., Castro, M., Diaz-Orueta, G., San Cristobal Ruiz, E., Garcia-Loro, F., Garcia-Zubia, J., Hernandez-Jayo, U., Kulesza, W., Gustavsson, I., Pester, A., Zutin, D., Schlichting, L., Ferreira, G., … Dobboletta, E. (2016). Spreading remote lab usage a system — A community — A Federation. 2016 2nd International Conference of the Portuguese Society for Engineering Education (CISPEE), 1–7. https://doi.org/10.1109/CISPEE.2016.7777722
Ambusaidi, A., Musawi, A. A., Al-Balushi, S., & Al-Balushi, K. (2018). The impact of virtual lab learning experiences on 9th grade students’ achievement and their attitudes towards science and learning by virtual lab. Journal of Turkish Science Education, 15(2), 13–29.
American Council on Education. (2019). Race and Ethnicity in Higher Education Report. https://www.equityinhighered.org/resources/report-downloads/
Anisimova, E. (2020). Digital Literacy of future preschool teachers. Journal of Social Studies Education Research, 11(1), 230–253. https://files.eric.ed.gov/fulltext/EJ1251924.pdf
AODA. (2005). Ontario. https://www.ontario.ca/laws/statute/05a11
Bates, A. W. (2022). Teaching in a digital age [eBook] (3rd ed.). BCcampus. https://pressbooks.bccampus.ca/teachinginadigitalagev3/
Bates, T. (2010). E-learning quality assurance standards, organizations and research. Online Learning and Distance Education Resources. https://www.tonybates.ca/2010/08/15/e-learning-quality-assurance-standards-organizations-and-research/
Borthwick, A. C., & Hansen, R. (2017). Digital literacy in teacher education: Are teacher education competent? Journal of Digital Learning in Teacher Education, 33(2), 46–48. https://doi.org/10.1080/21532974.2017.1291249
Branan, D. M., Bennett, P., & Braithwaite, N. (2016). Remote Access Laboratory Equipment for Undergraduate Science Education. In D. Kennepohl (Ed.). Teaching Science Online: Practical guidance for effective instruction and lab work. Routledge.
Bretz, S. L., Fay, M., Bruck, L. B., & Towns, M. H. (2013). What faculty interviews reveal about meaningful learning in the undergraduate chemistry laboratory. Journal of Chemical Education, 90(3), 281–288. https://doi.org/10.1021/ed300384r
Brinson, J. R. (2017). A further characterization of empirical research related to learning outcome achievement in remote and virtual science labs. Journal of Science Education and Technology, 26(5), 546–560. https://doi.org/10.1007/s10956-017-9699-8
Bruck, L. B., Towns, M., & Bretz, S. L. (2010). Faculty perspectives of undergraduate chemistry laboratory: Goals and obstacles to success. Journal of Chemical Education, 87(12), 1416–1424. https://doi.org/10.1021/ed900002d
Bull, P. H., & Keengwe, J. (2019). Handbook of research on innovative digital practices to engage learners. IGI Global. https://www.igi-global.com/pdf.aspx?tid=232117&ptid=221167&ctid=15&t=Preface&isxn=9781522594383
Carnevale, D. (2003, January 31). The Virtual Lab Experiment. The Chronicle of Higher Education, 49(21). https://www.chronicle.com/article/the-virtual-lab-experiment/
CDLRA. (2020). 2020 National Report. http://www.cdlra-acrfl.ca/wp-content/uploads/2021/05/2020_national_en.pdf
Christensen Hughes, J., & Mighty, J. (Eds.). (2010). Taking Stock: Research on Teaching and Learning in Higher Education. McGill-Queen’s University Press. https://www.mqup.ca/taking-stock-products-9781553392712.php?page_id=46
Corter, J. E., Esche S. K., Chassapis, C., Ma, J., & Nickerson, J. V. (2011). Process and learning outcomes from remotely-operated, simulated, and hands-on student laboratories. Computers & Education, 57(3), 2054–2067. https://doi.org/10.1016/j.compedu.2011.04.009
Darrah, M., Humbert, R., Finstein, J., Simon, M., & Hopkins, J. (2014). Are virtual labs as effective as hands-on labs for undergraduate physics? A comparative study at two major universities. Journal of Science Education and Technology, 23(6), 803–814. https://doi.org/10.1007/s10956-014-9513-9
Davies, J., & Merchant, G. (2014). Digital literacy and teacher education. In P. Benson & A. Chik (Eds.), Popular Culture, Pedagogy and Teacher Education: International Perspectives (pp. 180–193). Routledge.
de Jong, T., Linn, M. C., & Zacharia, Z. C. (2013). Physical and virtual laboratories in science and engineering education. Science, 340(6130), 305–308. https://doi.org/10.1126/science.1230579
de las Heras, S. C., Kensington-Miller, B., Young, B., Gonzales, V., Krühne, U., Mansouri, S. S., & Baroutian, S. (2021). Benefits and challenges of a virtual laboratory in chemical and biochemical engineering: Students’ experiences in fermentation. Journal of Chemical Education, 98(3), 866–875. https://doi.org/10.1021/acs.jchemed.0c01227
Denzin, N. K., & Lincoln, Y. S. (Eds.). (2011). The SAGE Handbook of Qualitative Research. Sage.
European Commission. (2022). Impacts of COVID-19 on school education. Publications Office of the European Union. https://data.europa.eu/doi/10.2766/201112
Falloon, G. (2020). From Digital Literacy to Digital Competence: The Teacher Digital Competency (TDC) Framework. Educational Technology Research and Development, 68, 2449–2472. https://doi.org/10.1007/s11423-020-09767-4
Faour, M. A., & Ayoubi, Z. (2018). The effect of using virtual laboratory on grade 10 students’ conceptual understanding and their attitudes towards physics. Journal of Education in Science Environment and Health, 4(1), 54–68.
Gamage, K. A. A., Wijesuriya, D. I., Ekanayake, S. Y., Rennie, A. E. W., Lambert, C. G., & Gunawardhana, N. (2020). Online delivery of teaching and laboratory practices: Continuity of university programmes during COVID-19 pandemic. Education Sciences, 10(10), 291. https://doi.org/10.3390/educsci10100291
Gruszczynska, A., Merchant, G., & Pountney, R. (2013). Digital futures in teacher education: Exploring open approaches towards digital literacy. Electronic Journal of e-Learning, 11(3), 193–206. https://academic-publishing.org/index.php/ejel/article/view/1669
Guri-Rozenblit, S. (2018). E-Teaching in higher education: An essential prerequisite for e-learning. Journal of New Approaches in Educational Research, 7(2), 93–97. https://doi.org/10.7821/naer.2018.7.298
Hakím, A., Liliasari, Kadarohman, A., & Syah, Y. M. (2016). Effects of the Natural Product Mini Project Laboratory on the Students' Conceptual Understanding. Journal of Turkish Science Education, 13(2), 27–36. https://www.tused.org/index.php/tused/article/view/640
Hassan, M. M., & Mirza, T. (2021). The Digital Literacy in Teachers of the Schools of Rajouri (J&K)-India: Teachers Perspective. International Journal of Education and Management Engineering, 11(1), 28–40. https://doi.org/10.5815/IJEME.2021.01.04
Hazelkorn, E., Ryan, C., Beernaert, Y., Constantinou, C. P., Deca, L., Grangeat, M., Karikorpi, M., Lazoudis, A., Casulleras, R. P., & Welzel-Breuer, M. (2015). Science Education for Responsible Citizenship. Report to the European Commission of the Expert Group on Science Education, Directorate-General for Research and Innovation, Science with and for Society. Publications Office of the European Union. https://www.academia.edu/14816833/Science_Education_for_Responsible_Citizenship
Heckman, J. J., & Kautz, T. (2012). Hard evidence on soft skills. Labour Economics,19(4), 451–464. https://doi.org/10.1016/j.labeco.2012.05.014
Heckman, J. J., Stixrud, J., & Urzua, S. (2006). The effects of cognitive and noncognitive abilities on labor market outcomes and social behavior. Journal of Labor Economics, 24(3). https://doi.org/10.1086/504455
Ismail, I., Permanasari A., & Setiawan, W. (2016). Stem Virtual Lab: An alternative practical media to enhance student’s scientific literacy. Jurnal Pendidikan IPA Indonesia, 5(2), 239–246. https://doaj.org/article/71caf862c64b4e648411e6b98f12c468
Johnstone, A. H., & Al-Shuaili, A. (2001). Learning in the laboratory; Some thoughts from the literature. University Chemistry Education, 5(2), 42–51.
Klentien, U., & Wannasawade, W. (2016). Development of blended learning model with virtual science laboratory for secondary students. Procedia – Social and Behavioral Science, 217, 706–711. https://doi.org/10.1016/j.sbspro.2016.02.126
Lima, N., Viegas, C., & García-Peñalvo. F. J. (2019). Different Didactical Approaches Using a Remote Lab: Identification of Impact Factors. IEEE Revista Iberoamericana de Tecnologias del Aprendizaje 14(3), pp 76–86. https://doi.org/10.1109/RITA.2019.2942256
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage.
Lincoln, Y. S., & Guba, E. G. (1986). But is it rigorous? Trustworthiness and authenticity in naturalistic evaluation [Abstract]. New Directions for Program Evaluation, 30, 73–84. https://doi.org/10.1002/ev.1427
Ma, J., & Nickerson, J. V. (2006). Hands-on, simulated, and remote laboratories: A comparative literature review. ACM Computing Surveys 38(3), 1–24. https://doi.org/10.1145/1132960.1132961
Makhmudov, K., Shorakhmetov, S., & Murodkosimov, A. (2020). Computer literacy is a tool to the system of innovative cluster of pedagogical education. European Journal of Research and Reflection in Educational Sciences, 8(5).
Makransky, G., Thisgaard, M. W., & Gadegaard, H. (2016). Virtual simulations as preparation for lab exercises: Assessing learning of key laboratory skills in microbiology and improvement of essential non-cognitive skills. PLoS ONE, 11(6). https://doi.org/10.1371/journal.pone.0155895
MERLOT. (2019). Virtual Labs for the MERLOT Community. https://virtuallabs.merlot.org/
Merriam, S. B. (1998). Qualitative Research and Case Study Applications in Education. Jossey-Bass.
Nickerson, J. V., Corter, J. E., Esche, S. K., & Chassapis, C. (2007). A model for evaluating the effectiveness of remote engineering laboratories and simulations in education. Computers & Education, 49(3), 708 -725. https://doi.org/10.1016/j.compedu.2005.11.019
OCUFA. (2020, November). Study: COVID-19 and the Impact on University Life and Education. https://ocufa.on.ca/assets/OCUFA-2020-Faculty-Student-Survey-opt.pdf
Papaconstantinou, M., Kilkenny, D., Garside, C., Ju, W., Najafi, H., & Harrison, L. (2020). Virtual lab integration in undergraduate courses: Insights from course design and implementation. Canadian Journal of Learning and Technology, 46(3). https://doi.org/10.21432/cjlt27853
Pavlou, Y., & Zacharia, Z. C. (2024). Using Physical and Virtual Labs for Experimentation in STEM+ Education: From Theory and Research to Practice. In K. Korfiatis, M. Grace, M. Hammann, (Eds.) Shaping the Future of Biological Education Research. (pp. 3–19). Springer. https://doi.org/10.1007/978-3-031-44792-1_1
Perkins, K. K., Loeblein, P. J., & Dessau, K. L. (2010). Sims for Science: Powerful tools to support inquiry-based teaching. The Science Teacher, 77(7), 46–51.
Potkonjak, V., Gardner, M., Callaghan, V., Mattila, P., Guetl, C., Petrović, V. M., & Jovanović, K. (2016). Virtual laboratories for education in science, technology, and engineering: A review. Computers & Education, 95, 309–327. https://doi.org/10.1016/j.compedu.2016.02.002
Rajendran, L., Veilumuthu, R., & Divya, J. (2010). A study on the effectiveness of virtual lab in e-learning. International Journal on Computer Science and Engineering, 2(6), 2173–2175.
Ray, S., & Srivastava, S. (2020). Virtualization of science education: A lesson from the COVID-19 pandemic. Journal of Proteins and Proteomics, 11, 77–80. https://doi.org/10.1007/s42485-020-00038-7
Rueda-Gómez, K. L., Rodríguez-Muñiz, L. J., & Muñiz-Rodríguez, L. (2023). Factors that mediate the success of the use of online platforms to support learning: The view of university teachers. Education and Information Technologies, 29, 2459–2482. https://doi.org/10.1007/s10639-023-11916-0
Stöter, J., Bullen, M., Zawacki-Richter, O., & von Prümmer, C. (2014). From back door into the mainstream: The characteristics of lifelong learners. In O. Zawacki-Richter and T. Anderson (Eds.). Online Distance Education: Towards a Research Agenda (pp. 421–457). AU Press. https://www.aupress.ca/books/120233-online-distance-education/
Tomczyk, Ł. (2020). Skills in the area of digital safety as a key component of digital literacy among teachers. Education and Information Technologies. 25, 471–486. https://doi.org/10.1007/s10639-019-09980-6
Trúchly, P., Medvecký, M., Podhradský, P., & Mawas, N. E. (2019). STEM education supported by virtual laboratory incorporated in a self-directed learning process. Journal of Electrical Engineering, 70(4). https://doi.org/10.2478/jee-2019-0065
Tsichouridis, C., Vavougios, D., Batsila, M., & Ioannidis, G. (2019). The optimum equilibrium when using experiments in teaching – Where virtual and real labs stand in science and engineering teaching practice. International Journal of Emerging Technologies in Learning, 14(23), 67–84. https://doi.org/10.3991/ijet.v14i23.10890
UNESCO. (2018). ICT Competency Framework for Teachers. https://en.unesco.org/themes/ict-education/competency-framework-teachers
Viegas, C., Pavani, A., Lima, N., Marques, A., Pozzo, I., Dobboletta, E., Atencia, V., Barreto, D., Calliari, F., Fidalgo, A., Lima, D., Temporão, G., & Alves, G. (2018). Impact of a remote lab on teaching practices and student learning. Computers & Education, 126, 201–216. https://doi.org/10.1016/j.compedu.2018.07.012
W3C Web Accessibility Initiative. (2021). https://www.w3.org/WAI/
Waldrop, M. M. (2013). The virtual lab: confronted with the explosive popularity of online learning, researchers are seeking new ways to teach the practical skills of science. Nature, 499(7458), 268+. https://link.gale.com/apps/doc/A337370661/HRCA?u=anon~a43d1215&sid=googleScholar&xid=79ae2d86
Yin, R. K. (2003). Case Study Research: Design and Methods. (3rd ed.). Sage.
Zacharia, Z. C. (2007). Comparing and combining real and virtual experimentation: an effort to enhance students’ conceptual understanding of electric circuits. Journal of Computer Assisted Learning, 23(2), 120–132. https://doi.org/10.1111/j.1365-2729.2006.00215.x
Zacharia Z. C., Manoli, C., Xenofontos, N., de Jong, T., Pedaste, M., van Riesen, D. A. N., Kamp, E. T., Mäeots, M., Siiman, L., & Tsourlidaki, E. (2015). Identifying potential types of guidance for supporting student inquiry when using virtual and remote labs in science: a literature review. Education Technology Research and Development, 63, 257–302. https://doi.org/10.1007/s11423-015-9370-0
Zhan, Z., Shen, W., Xu, Z., Niu, S., & You, G. (2022). A bibliometric analysis of the global landscape on STEM education (2004–2021): Towards global distribution, subject integration, and research trends. Asia Pacific Journal of Innovation and Entrepreneurship, 16(2), 171–203. https://doi.org/10.1108/APJIE-08-2022-0090
Téléchargements
Publié-e
Numéro
Rubrique
Licence
© Elena Chudaeva, Latifa Soliman 2024
![Licence Creative Commons](http://i.creativecommons.org/l/by-nc/4.0/88x31.png)
Cette œuvre est sous licence Creative Commons Attribution - Pas d'Utilisation Commerciale 4.0 International.
Droits d’auteur
Les auteurs conservent le droit d'auteur et accordent le droit de la première publication de la revue avec le travail simultanément sous une licence Creative Commons Attribution - Pas d’Utilisation Commerciale 4.0 International (CC-BY-NC 4.0) qui permet aux autres de partager le travail avec une reconnaissance de la paternité de l'œuvre et la publication initiale dans ce journal.