Evaluating the effectiveness and challenges of online laboratory practices in physical chemistry

Abstract

Relevance. The COVID-19 pandemic highlighted the necessity of utilizing information technology in higher education, particularly for laboratory practices in physical chemistry. Purpose. This study aims to explore the characteristics of online laboratory practices, evaluate existing training methods, and determine the effectiveness of various approaches in laboratory instruction. Methodology. The study employed a combination of basic statistical methods and the Pearson chi-square test to analyze survey data collected from teachers and students regarding their familiarity with, interest in, and preferences for online laboratory practices. Additionally, case analysis was conducted to identify the advantages, disadvantages, and overall effectiveness of online laboratory methods used during the COVID-19 pandemic. Results. The study reveals differing preferences between teachers and students regarding laboratory practices. Most teachers (88%) favor traditional on-site laboratory work, while a significant portion of students (70%) prefer online methods. Familiarity and interest in new technological tools were assessed, showing that 94% of professors are unfamiliar with virtual laboratories, though 80% wish to learn more, and 47% actively use them. Among students, 95% are unfamiliar with virtual labs, but 88% want to learn more, and 77% see virtual labs as beneficial. Conclusions. The paper discusses challenges in integrating modern technology into physical chemistry labs and suggests that the findings could aid educators in adapting to new teaching conditions and improving educational quality monitoring. Keywords: virtual laboratory; remote learning; teaching methods; information technology; COVID-19