Literature Review of Online Learning Technology in Chemistry Lab Activities
DOI:
10.29303/jppipa.v9i10.3635Published:
2023-10-25Issue:
Vol. 9 No. 10 (2023): OctoberKeywords:
Chemical experiment, Laboratory, Online learningReview
Downloads
How to Cite
Downloads
Metrics
Abstract
Chemistry learning is inseparable from lab activities. Strengthening scientific concepts, skills and attitudes go through some experiments. Online learning is a consequence of the Covid 19 pandemic. It is a must option to make sure that students do not lose knowledge and skills causing academic setbacks. Online learning technology does not only aim to convey theoretical materials but also facilitates lab activities. This article tries to identify online learning technology applied to support activities in chemical laboratories and identify the advantages and disadvantages of their applications. This researcher writes this paper based on a review of the literature collected using the ERIC search. There are 17 selected readings reviewed manually. The analysis results show that Zoom meetings, video conferencing platforms, and the DryLab20 network technology are useful for synchronous laboratory learning. Video experiments, simulations, online modules, web-assign, Schoology, formative, Canva, and learning management systems can be used for asynchronous laboratory learning. There is a possibility of combining synchronous-asynchronous laboratory learning programs. Online laboratory learning has advantages in visualizing laboratory activities even though it cannot yet practice the skills acquired in real laboratories. There should be deep considerations regarding the use of online learning technology in laboratories after the pandemic regarding its advantages and disadvantages
References
Abidin, Z., Hudaya, A., & Anjani, D. (2020). Efektivitas pembelajaran jarak jauh pada masa pandemi covid-19. Research and Development Journal of Education, 1(1), 131. https://doi.org/10.30998/rdje.v1i1.7659
Baker, R. M., Leonard, M. E., & Milosavljevic, B. H. (2020). The sudden switch to online teaching of an upper-level experimental physical chemistry course: Challenges and solutions. Journal of Chemical Education, 97(9), 3097–3101. https://doi.org/10.1021/acs.jchemed.0c00776
Bretz, S. L. (2019). Evidence for the Importance of Laboratory Courses. In Journal of Chemical Education, 96(2), 193–195. https://doi.org/10.1021/acs.jchemed.8b00874
Bruce, M. R. M., Bruce, A. E., Bernard, S. E., Bergeron, A. N., Ahmad, A. A. L., Bruce, T. A., Perera, D. C., Pokhrel, S., Saleh, S., Tyrina, A., & Yaparatne, S. (2021). Designing a Remote, Synchronous, Hands-On General Chemistry Lab Course. Journal of Chemical Education, 98(10), 3131–3142. https://doi.org/10.1021/acs.jchemed.1c00559
Buchberger, A. R., Evans, T., & Doolittle, P. (2020). Analytical chemistry online? Lessons learned from transitioning a project lab online due to covid-19. Journal of Chemical Education, 97(9), 2976–2980. https://doi.org/10.1021/acs.jchemed.0c00799
Budai, T., & Kuczmann, M. (2018). Towards a Modern, Integrated Virtual Laboratory System. In Acta Polytechnica Hungarica 15(3), 191-204. Retrieved from http://acta.uni-obuda.hu/Budai_Kuczmann_82.pdf
Campbell, C. D., Challen, B., Turner, K. L., & Stewart, M. I. (2020). #Drylabs20: A new global collaborative network to consider and address the challenges of laboratory teaching with the challenges of Covid-19. Journal of Chemical Education, 97(9), 3023–3027. https://doi.org/10.1021/acs.jchemed.0c00884
Chan, B. C., Baker, J. L., Bunagan, M. R., Ekanger, L. A., Gazley, J. L., Hunter, R. A., O’Connor, A. R., & Triano, R. M. (2020). Theory of change to practice: How experimentalist teaching enabled faculty to navigate the covid-19 disruption. Journal of Chemical Education, 97(9), 2788–2792. https://doi.org/10.1021/acs.jchemed.0c00731
Cooper, M. M., & Stowe, R. L. (2018). Chemistry Education Research - From Personal Empiricism to Evidence, Theory, and Informed Practice. In Chemical Reviews, 118(12), 6053–6087. https://doi.org/10.1021/acs.chemrev.8b00020
Davy, E. C., & Quane, S. L. (2021). Assessment of technological setup for teaching real-time and recorded laboratories for online learning: Implications for the return to in-person learning. Journal of Chemical Education, 98(7), 2221–2227. https://doi.org/10.1021/acs.jchemed.0c01457
Dekorver, B., Chaney, A., & Herrington, D. (2020). Strategies for teaching chemistry online: A content analysis of a chemistry instruction online learning community during the time of covid-19. Journal of Chemical Education, 97(9), 2825–2833. https://doi.org/10.1021/acs.jchemed.0c00783
DeKorver, B. K., & Towns, M. H. (2015). General Chemistry Students’ Goals for Chemistry Laboratory Coursework. Journal of Chemical Education, 92(12), 2031–2037. https://doi.org/10.1021/acs.jchemed.5b00463
Dunnagan, C. L., Dannenberg, D. A., Cuales, M. P., Earnest, A. D., Gurnsey, R. M., & Gallardo-Williams, M. T. (2020). Production and Evaluation of a Realistic Immersive Virtual Reality Organic Chemistry Laboratory Experience: Infrared Spectroscopy. Journal of Chemical Education, 97(1), 258–262. https://doi.org/10.1021/acs.jchemed.9b00705
Eubanks, L. P. (2015). Laboratory Instruction: Less Verification-More Discovery. ACS Symposium Series, 1208, 195–217. https://doi.org/10.1021/bk-2015-1208.ch011
Ferrell, J. B., Campbell, J. P., McCarthy, D. R., McKay, K. T., Hensinger, M., Srinivasan, R., Zhao, X., Wurthmann, A., Li, J., & Schneebeli, S. T. (2019). Chemical Exploration with Virtual Reality in Organic Teaching Laboratories. Journal of Chemical Education, 96(9), 1961–1966. https://doi.org/10.1021/acs.jchemed.9b00036
Fikri, M., Zaki Ananda, M., Faizah, N., Rahmani, R., & Adelia Elian, S. (2021). Kendala dalam pembelajaran jarak jauh di masa pandemi covid-19: sebuah kajian kritis. Jurnal Education and Development, 9(1), 145–148. https://doi.org/10.1016/jjheduc.2013.06.00
Garza-Reyes, J. A. (2015). Lean and green-a systematic review of the state of the art literature. Journal of Cleaner Production, 102, 18–29. https://doi.org/10.1016/j.jclepro.2015.04.064
Hancock, L. M., & Hollamby, M. J. (2020). Assessing the Practical Skills of Undergraduates: The Evolution of a Station-Based Practical Exam. Journal of Chemical Education, 97(4), 972–979. https://doi.org/10.1021/acs.jchemed.9b00733
Hensen, C., & Barbera, J. (2019). Assessing Affective Differences between a Virtual General Chemistry Experiment and a Similar Hands-On Experiment. Journal of Chemical Education, 96(10), 2097–2108. https://doi.org/10.1021/acs.jchemed.9b00561
Holme, T. A. (2020). Journal of Chemical Education Call for Papers: Special Issue on Insights Gained while Teaching Chemistry in the Time of COVID-19. Journal of Chemical Education, 97(5), 1226–1227. https://doi.org/10.1021/acs.jchemed.0c00378
Ismiyarti, W., Hudaya, C., & Rodianto. (2021). Efektivitas Metode Pembelajaran Online Pada Masa Pandemi Covid-19. Tambora, 5(3), 1–7. https://doi.org/10.36761/jt.v5i3.1295
Jeffery, K. A., & Bauer, C. F. (2020). Students’ responses to emergency remote online teaching reveal critical factors for all teaching. Journal of Chemical Education, 97(9), 2472–2485. https://doi.org/10.1021/acs.jchemed.0c00736
Jones, E. V., Shepler, C. G., & Evans, M. J. (2021). Synchronous Online-Delivery: A Novel Approach to Online Lab Instruction. Journal of Chemical Education, 98(3), 850–857. https://doi.org/10.1021/acs.jchemed.0c01365
Kelley, E. W. (2020). Reflections on three different high school chemistry lab formats during covid-19 remote learning. Journal of Chemical Education, 97(9), 2606–2616. https://doi.org/10.1021/acs.jchemed.0c00814
Lapitan, L. D., Tiangco, C. E., Sumalinog, D. A. G., Sabarillo, N. S., & Diaz, J. M. (2021). An effective blended online teaching and learning strategy during the COVID-19 pandemic. Education for Chemical Engineers, 35, 116–131. https://doi.org/10.1016/j.ece.2021.01.012
Mahaffey, A. L. (2020). Chemistry in a cup of coffee: Adapting an online lab module for teaching specific heat capacity of beverages to health sciences students during the COVID pandemic. Biochemistry and Molecular Biology Education, 48(5), 528–531. https://doi.org/10.1002/bmb.21439
Makransky, G., Terkildsen, T. S., & Mayer, R. E. (2019). Adding immersive virtual reality to a science lab simulation causes more presence but less learning. Learning and Instruction, 60, 225–236. https://doi.org/10.1016/j.learninstruc.2017.12.007
Mamahit, C. E. J. (2021). Pengaruh Pembelajaran Jarak Jauh Model Bauran Terhadap Hasil Belajar dan Persepsi Mahasiswa. Polyglot: Jurnal Ilmiah, 17(1), 67. https://doi.org/10.19166/pji.v17i1.2792
Muyassaroh, I., Yulistia, A., & Pratikno, A. S. (2022). Analisis Pembelajaran Sains melalui Flipped-Problem Based Learning Berbantuan Zoom Meeting dan E-Campus Pelita Bangsa. DWIJA CENDEKIA: Jurnal Riset Pedagogik, 6(2), 433–446.
Petillion, R. J., & McNeil, W. S. (2020). Student experiences of emergency remote teaching: Impacts of instructor practice on student learning, engagement, and well-being. Journal of Chemical Education, 97(9), 2486–2493. https://doi.org/10.1021/acs.jchemed.0c00733
Phipps, L. R. (2013). Creating and teaching a web-based, university-level introductory chemistry course that incorporates laboratory exercises and active learning pedagogies. Journal of Chemical Education, 90(5), 568–573. https://doi.org/10.1021/ed200614r
Potgieter, M., Pilcher, L. A., Tekane, R. R., Louw, I., & Fletcher, L. (2019). Lessons Learnt from Teaching and Learning During Disruptions. In M. Schultz, S. Schmid, & G. Lawrie (Eds.), Research and Practice in Chemistry Education (pp. 89–107). Springer.
Ruano, I., Gamez, J., Dormido, S., & Gomez, J. (2016). A Methodology to Obtain Learning Effective Laboratories with Learning Management System Integration. IEEE Transactions on Learning Technologies, 9(4), 391–399. https://doi.org/10.1109/TLT.2016.2594771
Rudenko, E., Bachieva, R., Aligadzhieva, A., Temirhanova, Z., & Archilaeva, A. (2020). Distance learning during the pandemic: Managing the challenges. E3S Web of Conferences, 210. https://doi.org/10.1051/e3sconf/202021018038
Sandi-Urena, S. (2020). Experimentation skills away from the chemistry laboratory: Emergency remote teaching of multimodal laboratories. Journal of Chemical Education, 97(9), 3011–3017. https://doi.org/10.1021/acs.jchemed.0c00803
Seery, M. K. (2020). Establishing the Laboratory as the Place to Learn How to Do Chemistry. In Journal of Chemical Education, 97(6), 1511–1514. https://doi.org/10.1021/acs.jchemed.9b00764
Seery, M. K., Agustian, H. Y., & Zhang, X. (2019). A Framework for Learning in the Chemistry Laboratory. Israel Journal of Chemistry, 59(6), 546–553. https://doi.org/10.1002/ijch.201800093
Simon, L. E., Genova, L. E., Kloepper, M. L. O., & Kloepper, K. D. (2020). Learning postdisruption: Lessons from students in a fully online nonmajors laboratory course. Journal of Chemical Education, 97(9), 2430–2438. https://doi.org/10.1021/acs.jchemed.0c00778
Soong, R., Jenne, A., Lysak, D. H., Ghosh Biswas, R., Adamo, A., Kim, K. S., & Simpson, A. (2021). Titrate over the Internet: An Open-Source Remote-Control Titration Unit for All Students. Journal of Chemical Education, 98(3), 1037–1042. https://doi.org/10.1021/acs.jchemed.0c01096
Sulistio, A. (2021). Peningkatan Prestasi Belajar Bahasa Inggris Melalui Pembelajaran Jarak Jauh (PJJ) dalam Penerapan Pembelajaran Sinkron dan Asinkron Melalui Google Classroom, Google Meet Dan Aplikasi E-Learning. SECONDARY : Jurnal Inovasi Pendidikan Kejuruan, 63(2), 63–69. Retrieved from https://jurnalp4i.com/index.php/secondary/article/view/128
Tan, H. R., Chng, W. H., Chonardo, C., Ng, M. T. T., & Fung, F. M. (2020). How Chemists Achieve Active Learning Online during the COVID-19 Pandemic: Using the Community of Inquiry (CoI) Framework to Support Remote Teaching. In Journal of Chemical Education, 97(9), 2512–2518. https://doi.org/10.1021/acs.jchemed.0c00541
Tran, K., Beshir, A., & Vaze, A. (2020). A Tale of Two Lab Courses: An Account and Reflection on the Teaching Challenges Experienced by Organic and Analytical Chemistry Laboratories during the COVID-19 Period. Journal of Chemical Education, 97(9), 3079–3084. https://doi.org/10.1021/acs.jchemed.0c00649
Tranfield, D., Denyer, D., & Smart, P. (2003). Towards a methodology for developing evidence-informed management knowledge by means of systematic review *. British Journal of Management, 14, 207–222. https://doi.org/10.1111/1467-8551.00375
Valle-Suárez, R. M., Calderón-Mendoza, G. L., Lanza-Sorto, N. A., & Ponce-RodrÃguez, H. D. (2020). Teaching Instrumental Analytical Chemistry in the Framework of COVID-19: Experiences and Outlook. Journal of Chemical Education, 97(9), 2723–2726. https://doi.org/10.1021/acs.jchemed.0c00707
Vandenplas, J. R., Herrington, D. G., Shrode, A. D., & Sweeder, R. D. (2021). Use of Simulations and Screencasts to Increase Student Understanding of Energy Concepts in Bonding. Journal of Chemical Education, 98(3), 730–744. https://doi.org/10.1021/acs.jchemed.0c00470
Walker, J. P., Sampson, V., Southerland, S., & Enderle, P. J. (2016). Using the laboratory to engage all students in science practices. Chemistry Education Research and Practice, 17(4), 1098–1113. https://doi.org/10.1039/c6rp00093b
Widyasari, N. F. (2022). Strategi Pelaksanaan Tatap Muka (Pembelajaran Luring) Pasca Pandemi Covid-19. Journal of Instructional and Development Researches, 2(4), 153–161. https://doi.org/10.53621/jider.v2i4.98
Winkelmann, K., Keeney-Kennicutt, W., Fowler, D., & Macik, M. (2017). Development, Implementation, and Assessment of General Chemistry Lab Experiments Performed in the Virtual World of Second Life. Journal of Chemical Education, 94(7), 849–858. https://doi.org/10.1021/acs.jchemed.6b00733
Worrall, A. F., Bergstrom Mann, P. E., Young, D., Wormald, M. R., Cahill, S. T., & Stewart, M. I. (2020). Benefits of Simulations as Remote Exercises during the COVID-19 Pandemic: An Enzyme Kinetics Case Study. Journal of Chemical Education, 97(9), 2733–2737. https://doi.org/10.1021/acs.jchemed.0c00607
Yeşİloğlu, S. N., Gençer, S., Ekİcİ, F., & Işik, B. (2021). Examining Pre-Service Teachers’ Views about Online Chemistry Laboratory Learning Experiences Amid the Covid-19 Pandemic. Journal of Turkish Science Education, 18(Special Issue), 108–124. https://doi.org/10.36681/tused.2021.75
Author Biographies
Riva Ismawati, Universitas Tidar
Arif Widiyatmoko, Universitas Negeri Semarang
Adi Nur Cahyono, Universitas Negeri Semarang
License
Copyright (c) 2023 Riva Ismawati
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
