Does Virtual Titration Experiment Meet Students’ Expectation? Inside Out from Indian Context

• Published in: Journal of chemical education Vol. 99; no. 3; pp. 1280 - 1286
• Main Authors: Jennifer G, Abigail, George Thomas, Midhun, Vijay Solomon, Rajadurai
• Format: Journal Article
• Language: English
• Published: Easton American Chemical Society and Division of Chemical Education, Inc 08-03-2022; Division of Chemical Education, Inc; American Chemical Society
• Subjects: Adaptability; Chemistry; College Students; Context; COVID-19; Curricula; Developing countries; Education; Electronic Learning; Expectation; Experimentation; Feedback; Foreign Countries; Laboratory Experiments; Laboratory tests; LDCs; Learning; Learning outcomes; Organic Chemistry; Pandemics; Science Education; Science Experiments; Student Attitudes; Student Experience; Students; Teachers; Teaching methods; Titration; Virtual environments; Virtual reality; Volumetric analysis; India; Multimedia-Based Learning; Computer-Based Learning; Titration/Volumetric Analysis; Student-Centered Learning; Acids/Bases
• ISSN: 0021-9584; 1938-1328
• DOI: 10.1021/acs.jchemed.1c01034

The sudden COVID-19 outbreak has obstructed the conventional method of teaching causing a mandated shift to virtual platforms. A developing country like India which predominantly depended on conventional methods of teaching and learning in the pre-COVID era is gradually gaining success in effectively transitioning into virtual classrooms with the aid of digital programs and online platforms to resume theoretical education. However, chemistry education, in particular, which involves the physical approach to experimentation in conventional laboratories, requires a practical and effective alternative in the virtual arena. Though the country’s digital progress has provided virtual experiments that can be helpful in laboratory learning, only very few instructors/teachers are aware of such opportunities. The adaptability and accessibility to virtual laboratories in the Indian context also remain unclear due to various factors that influence the transition from conventional laboratories to virtual laboratories. Therefore, we attempted to evaluate the learning prospects of students by taking up the Royal Society of Chemistry (RSC) screen experiments for virtual titration as an example. This article aims to reflect information from the feedback of students on their first virtual laboratory experience and after completing an academic year to record learning outcomes in comparison to their prior experience on conventionally carrying out titration experiments and to highlight the features of the virtual laboratories that were preferred by students. Among the various components of the virtual laboratory, students state that the quiz is a component that is engaging and ensures knowledge progression. Conclusively, the students perceive that virtual laboratory experiments should be an integrated part of the laboratory curriculum for enhanced learning. In summary, our work throws light on the need for virtual laboratories in chemistry education in India and its prospect in the postpandemic period.