Abstract
<p class="Title1" align="left">Educational technology such as Virtual laboratories (VLs) are being perceived as sustainable solutions to growing concerns related to laboratory skill training i.e. delivering quality laboratory education to a large number of students due to shortage of infrastructure and access especially in developing nations. With these VLs being an innovation for engineering education, the study of its diffusion in higher educational institutions is critical for gauging its impact. This study examines the five variables of Rogers Diffusion of Innovations theory in determining how VLs have changed or modified users through its adoption. The involvement of early adopters participating through a program called Nodal centers and their innovation decision stages are addressed. The study also analyzed the change agents as the nodal centers for diffusing the innovation in teaching and learning processes. Virtual laboratory adoption by users (n=43600) over 30 months was surveyed and factors of diffusion were reported. Similar scoring in assessment factors suggested relative advantage, technology acceptance, intention of use and relevance of trialability were pertinent in users' perception of VLs. Social hubs among higher education institutions promoted early adoption through better engagement of students.</p>
Highlights
The main challenges for the educational system in many developing nations are accessibility, equity, affordability, quality and accountability [1]
According to Roger’s theory, i) Virtual laboratories (VLs) must include an advantage relative to other learning methods; ii) VLs must be compatible with existing practices and values; iii) VLs must not be complex for students and teachers [50]; iv) VLs may be tried before adoption, like in the case of early adopters; v) usage of VL should show observable results
All of the 5 attributes were assessed, VL adoption related closely to relative advantage compatibility and complexity as key attributes for diffusion [54]
Summary
The main challenges for the educational system in many developing nations are accessibility, equity, affordability, quality and accountability [1]. The advantages of using VLs include: 1) enabling acquisition of conceptual knowledge through online experimentation anytime and from anywhere and 2) working with simulations and/or equipment that allow real time connections to experimental setup and access to data, without requiring staff supervision and both of these resulting in development of experimental knowledge outside the known settings of a physical laboratory Given, these augment the awareness on use of VLs, mechanisms and impact assessments of its diffusion and dissemination for wider and rapid adoption into mainstream academia are non-existent in literature. The paper studies technology adoption and diffusion of innovation based on a nationally funded mission project involving students, professors, research staff, developers, major institutions and information flows across multiple sectors of the society involved in higher education. Just place the cursor in the paragraph you would like to format and click on the corresponding style in the styles window (or ribbon)
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