Exploring the use of virtual laboratory simulations before, during, and postCOVID‐19 recovery phase: An Animal Biotechnology case study

Abstract

This study presents an evaluation of integrating virtual laboratory simulations in assessment design of a biotechnology course at Taylor's University in Malaysia before, during and post‐COVID recovery phases. The purpose was to investigate how virtual laboratory simulations were integrated as part of the assessments of a practical‐embedded course—the aim being to evaluate students' acceptance and perception of using virtual simulation. A total of 46 students, across three different study cohorts (August 2019, March 2020, and August 2020) were evaluated different educational aspects of using virtual laboratory cases in a 4‐week course within Animal Biotechnology. Overall, students regarded virtual laboratory simulation useful as part of their learning, and there is a significant increase in the level of acceptance before, during and post‐COVID recovery phases. The study showed that across the different study cohorts, students perceived their confidence level in laboratory skills have been enhanced and that they can apply the skills in real‐life situation. Interestingly, students (March and August 2020 cohort) who have not been exposed to the related laboratory session still perceived that the simulated activity provides clear explanation and realistic experience. Furthermore, it had been highlighted across the study cohorts that the quiz questions helped to enhance their understanding on the underlying principles of the laboratory techniques. The overall conclusion of this study was that structured simulation‐based activities which provide clear instructions and explanation would support significant improvements in students learning.

Perception of competence achievement and students' satisfaction using virtual laboratories in Medical Biochemistry course: Lessons from the COVID‐19 pandemic

“…Despite their good scores in the assessment, nearly all students think that the practical part of the course must be conducted in a real environment; they want to contact their instructor and deal with real equipment. A similar opinion was noted in a Malaysian study in which virtual simulations were introduced as part of the Biotechnology undergraduate course, though their perception of the use of these tools was good 14 . The authors referred it to the circumstances accompanying the lockdown as it was associated with overwhelming feelings of fear and anxiety, in addition, those students had limited online resources at their homes 14 .…”

“…14 The authors referred it to the circumstances accompanying the lockdown as it was associated with overwhelming feelings of fear and anxiety, in addition, those students had limited online resources at their homes. 14 Furthermore, other studies on online learning of Medical Anatomy confirmed that students prefer practicing in traditional labs, as this allows them to interact with their peers and the instructors, ask questions and discuss vague points. 15,16 An additional reason might explain the Egyptian students' opinion, as we must emphasize that the environment in the high school educational system does not expose students to E-learning.…”

An integrated laboratory work to improve students' practical skills and attitudes toward biochemistry in the biochemistry course

“…As shown in Figure 3, ILW can train cognitive, psychomotor, and affective domain skills. Training in the three domains in the chemistry curriculum is essential, especially in higher education 49–51 . In addition, laboratory work is part of training students' ability to organize and develop them and not to be afraid of failure 52,53 …”

Challenges and Opportunities in the Study of Cell using Virtual Online Laboratory

“…The use of computer simulations can enhance traditional instructions, especially the laboratory activities [1]. LVOS continued to play an important role in courses with laboratory classes owing to intermittent lockdowns and evolving infectious strains that will deter full access to IPL classes [2]. Virtual Lab Simulations can contribute to the increased study activity and motivation.…”