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What are the effects of virtual laboratory technologies in education?

Abstract

The rapid growth of the internet and digital technology has provided educators and researchers new avenues to be explored in the Virtual world. This article examines the recent developments in Virtual Laboratories as an alternative to the traditional physical laboratories. This literature review considers the various definitions used to describe the Virtual Laboratory and how these definitions effect there implementation both in research and from a pedagogical perspective. It will also consider the various methods used to deliver VL and how these methods have evolved as these new technologies become available to educators and researchers. The article will further examine the latest technologies that have not been researched to any great extent and provide insights into the possibilities these newest technologies can provide. The review will conclude with possible avenues for future research.

Introduction

The use of distance learning (DL) as a means of educational delivery has become more and more prevalent with today’s educational institutions. The increase in DL is exemplified in the reporting “that about 1.9 million students were studying online in the U.S. in the fall of 2003” [1]. It has also been reported that the increase is not restricted to the U.S. as DL is providing a more important part of educational delivery in such countries as UK, South Africa, and China. These increases have challenged educators and researchers to develop Virtual Laboratories to emulate the traditional laboratory and incorporate them into the virtual world of DL. This explosion in DL and the subsequent growth of Virtual Laboratories (VL) is “made possible by the development of the internet” [1].

[2], [3]

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Nankivell, K. (2009, June), The Role Of Virtual Laboratory Technologies In Technology Education Paper presented at 2009 Annual Conference & Exposition, Austin, Texas. 10.18260/1-2--5110