An Option of Hybrid Virtual Labs in an Introductory Biology Course as the Means for Accessible Learning and Enhancing Student Education

Abstract

A virtual lab can be defined as a laboratory exercise performed outside of the physical laboratory. One interpretation of this includes partially virtual or take-home labs where students are led through online video demonstrations while physically conducting the experiment with a lab kit. Here we describe a hybrid virtual lab designed and implemented for undergraduate biology which offers a combination of take-home laboratory assignments coupled with in-laboratory sessions. It is an alternate option for introductory biology students which provides an opportunity to accommodate different learning styles, preferences, or needs. Although not an exhaustive list, these needs might arise from competing commitments to family, employment, sports, or the toll of long commutes. Offering flexibility in laboratory format may allow a student to better manage these conflicts and improve the quality of the overall university experience. Students retaking the biology laboratory were given an option of participating in conventional laboratories or the hybrid format. Benefits or costs of choosing between these lab formats are determined by examining the scores of students on assessments that test laboratory skills and knowledge. Performance was compared between the two groups of students through an analysis of covariance (ANCOVA), using previous laboratory scores as a covariate. Ultimately, researching virtual lab effectiveness as an alternate teaching method may create a dialogue between curriculum developers and institutions to discuss how to implement them as a way to enhance the overall student learning experience.