Abstract
PurposeAlthough technology is a defining characteristic of distance education, assessment of the applicability of such resources in knowledge dissemination is greatly warranted to ensure effectivity. Hence, the purpose of this study was to assess the viability of a novel tool in teaching practical chemistry online.Design/methodology/approachHere, a resource named “virtual chemistry lab space” (VCLS), which allowed the learners to virtually engage in practical activities, was administered among learners enrolled in a practical chemistry course at the Open University of Sri Lanka and feedback was collected to ascertain the learner perception on the resource.FindingsIn total, 76% of respondents indicated familiarity with the VCLS, while 59% indicated that they were interested in engaging in activities provided through this resource during the pandemic lockdown. Also, 70% indicated that the VCLS was helpful to understand the course content during the pandemic period, while 82% indicated that they are likely to use it in the future.Research limitations/implicationsThe prevalent problems related to using the VCLS were lack of Internet access, physical interactions and time. However, the overall opinion on the VCLS was notably positive, while a majority indicated that flexibility to the learners, access to learning resources and use of technology in education will improve due to the use of this novel tool.Originality/valueOnline course delivery has been greatly restricted to areas of education where distant delivery could be easily adopted while it is seldom found in areas such as practical chemistry. Hence, the study indicates novelty and notable originality within the ODL system.
Highlights
Technology plays a pivotal role in distance education (Bates and Bates, 2005; Casey, 2008; Clark, 2000), while the use of technology is considered not as an option, but a defining characteristic of the teaching–learning relationship in distance education (Moore, 2013; Willis, 1993)
Here a resource composed of virtual chemistry simulations and animations was created using open educational resources (OER) to facilitate learning during the pandemic lockdown, and it was administered among learners enrolled in the course CYU3302 via the university learner management system (LMS)
The objective of this study was to use the feedback collected from learners regarding their background and inclination to use technology in education, use of the virtual chemistry lab space” (VCLS) during the period of pandemic lockdown and accessibility and perception on the VCLS to eventually understand the effectivity of using the VCLS for content delivery in practical chemistry in distance education
Summary
Technology plays a pivotal role in distance education (Bates and Bates, 2005; Casey, 2008; Clark, 2000), while the use of technology is considered not as an option, but a defining characteristic of the teaching–learning relationship in distance education (Moore, 2013; Willis, 1993). Often it is observed that the incorporation of technology in various forms such. Published in Asian Association of Open Universities Journal. The full terms of this licence may be seen at http://creativecommons. The full terms of this licence may be seen at http://creativecommons. org/licences/by/4.0/legalcode
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