Perception of the use of an e-lab platform for university students during the COVID-19 pandemic

Abstract

Developing electronic platforms during education disruptions, particularly during the COVID-19 pandemic, had become crucial to addressing educational gaps. Research has shown technology's significant contribution to improving teaching and learning methods in labs, whether theoretical or experimental. This study creates an e-laboratory platform for managing university-level physics-chemistry practical work. The aim is to measure the platform's impact on students' experimental learning and identify integration and usage constraints. Our methodology was both quantitative and qualitative, conducted in a public institution. Two hundred forty students from two departments completed the questionnaire, and 25 teachers participated in semi-structured interviews. Findings revealed that e-laboratory simulations facilitated comparing theoretical solutions with actual lab practices and achieved goals in terms of communication pace, pre-lab content exchange (video conferences), post-lab experiment records, and evaluation sessions providing feedback for student progress tracking. However, insufficient computer equipment, technical problems during experiment setup, and momentary video conference issues hindered effective communication. This study guides researchers in enhancing adult education program efficiency. Considering online learning's adaptability and cost-effectiveness, improving learning effectiveness can justify continued use of online teaching beyond the pandemic by universities. Hence, electronic laboratories and the exploration of their integration transcend the realm of university scholars; they stand as a reservoir of potentiality for the perpetual advancement of professionals across diverse domains, affording a continuum of erudition throughout one's lifetime.