Integration of Virtual Laboratories in eLearning: Enhancing Science Education amidst COVID-19 Pandemic

Abstract

It is evident that education must continue despite the health crisis that the success of virtual laboratories during the new normal education presents a significant challenge for both instructors and students. The study determined the experiences of eight Bachelor of Secondary Education major in Science students of the Bukidnon State University, College of Education, in virtual laboratory activities amid the COVID-19 pandemic during the academic year 2020-2021. Since the focus of this qualitative action research is on learners' experiences in science-related activities, Husserl's descriptive phenomenological research approach was employed. The open-ended questions were taken from Reece's (2015) study and adjusted accordingly. Interviews were conducted using an online platform to gather data. To draw conclusions about the learning experiences that the students had while participating in the virtual laboratory, the researchers used qualitative descriptions that made use of themes and frames to examine the students' responses. Six overarching themes emerged from the data, including learner autonomy, the need for preparation for lab activities, evidence of student learning, presentation, teamwork, and a desire to learn science. Furthermore, a virtual laboratory saves money and time for both teachers and students while also being safe and offering an alternate place. It gives students a ton of opportunities to explore online simulations. To bridge the learning gaps left by the pandemic and create a suitable learning environment for students, virtual laboratory integration is a calculated approach. As a result, it provides a positive and adaptable learning environment that helped students understand the significance of science and technology and how crucial it is to create a safer community.