In biotechnology education practical laboratory courses are vital. In having these practical courses, a lot of time and monetary resources are needed, it also requires the presence of the teacher and students and all the necessary equipment, which is currently not allowed in the Philippines due to the pandemic restrictions. Biotech virtual labs are useful in this time but what are the different research studies that has been done regarding this tool and what elements are important in terms of instructional design and technology? In this review, different types of technology and instructional design were examined, and overview of the previous research were highlighted in this paper. The study revealed that virtual laboratory simulations can be equally effective or better than hands on activity and said to be more effective compared to traditional teaching method. It was also found out that when the traditional teaching methods and virtual simulation labs yields better results in terms of performance. The included studies in this review utilized 2D, 3D, and VR technologies in having the virtual lab for the past few years. The review paper also identified different designs for instructions such as scaffolding and IBL (inquiry-based learnings). Biotech Virtual labs can be used as an effective alternative or complementary tool to an actual or physical conduct of laboratory experiment.

Physics is a theoretical science, understanding the concepts requires actual visual representations and models. Physics instructors should teach physics using inquiry, discovery, demonstration, simulation, practical work, lab-based activities, and other practical experiences. The current status of knowledge and practice regarding interactive simulation in the teaching of modern physics is presented in this systematic literature review. By methodically evaluating and summarizing the most pertinent previous research publications published from December 2002 to January 2022, it offers guidance for instructional designers and scholars. After careful consideration and screening, a total of eleven studies were chosen for a thorough analysis and synthesis. The results showed that the objective of the research studies on using interactive simulation in modern physics is to enhance students' critical thinking skills and creative problem-solving skills.   It has been demonstrated that interactive simulation technologies like Java applets and Physics Education Technology (PhET) are successful at teaching modern physics. The success or failure of employing interactive simulation is influenced by teachers, school staff, students, simulation design, and technology used. The findings imply that educational institutions should provide teachers and administrators with tutorials and training, and this review recommend that the interactive simulation should be available and that a gadget-friendly simulation must be developed.

This review will give emphasis to the concept of demonstrative teaching to better improve the learning process of students in fluid mechanics. This paper is going to tackle the possible techniques students do to gain a better understanding of the concepts of fluid mechanics. With that, this review will also look at the impact of learning towards the students based on the number of demonstrations that they are making. This is where we will find out if there is a significant difference in the results with respect to the number of demonstrations performed. This paper will also discuss the most appropriate approach a beginner may take in handling a fluid mechanics class.

Computer based learning and laboratory-based learning are widely used nowadays mainly for teaching and learning of both teacher and students especially in teaching electrical circuits. This paper aims to review computer-based learning and laboratory-based learning, specifically other forms of CBL and LBL and how these methods are integrated in teaching and learning electrical circuits, and its advantages and disadvantages. In conducting this literature review, the researchers adapted the PRISMA method in which various journal articles are screened through different stages. Criterion was imposed to guide the researchers in the inclusion and exclusion process. It was found out that there are other forms of computer-based learning (CBL) such as the Java-based virtual laboratory and Grid computing laboratory. Also, integrating computer-based learning and laboratory-based learning would build a workable environment that helped in motivating students in exploring electrical circuits. There are various advantages of computer-based learning such as time saving and easy access to laboratory manuals. On the other hand, advantages of laboratory-based learning include the positive impact of interaction, group discussion, and collaboration that was delimited by the computer-based learning.

Online learning keeps on growing and being explored during this pandemic. Most of the tertiary institutions here in the Philippines have shifted from face-to-face to online instructions in all courses including physics subjects. The conduct of physics classes through virtual classrooms has its advantages and presents some challenges that is why it is important to understand the perspective and experiences of students. This study aimed to describe the experiences of students in learning physics in a virtual classroom, specifically their experiences in preparation, learning management, opportunities, and challenges they have encountered. There were four themes that emerged in this study: Technological Preparations, Self-Preparations, Challenges in Online Learning, and Leaning Management and Opportunities. It was realized in this study that students were prepared to take online classes both in terms of their technological and personal aspect. Despite their preparations they encountered challenges such as network issues, time constraints, and distractions in their learning environment at home. However, students were optimistic, so, they saw opportunities in these challenges to improve their technological skills, time management, and maximized online resources for better understanding of physics concepts. It is recommended for future research to explore the experiences of teachers in teaching online physics classes.