Going virtual with practical chemistry amidst the COVID-19 pandemic lockdown: significance, constraints and implications for future

Abstract

Purpose – Although technology is a defining characteristic of distance education, assessment of the applicability of such resources in knowledge dissemination is greatly warranted to ensure effectivity. Hence, the purpose of this study was to assess the viability of a novel tool in teaching practical chemistry online. Design/methodology/approach – Here, a resource named “virtual chemistry lab space” (VCLS), which allowed the learners to virtually engage in practical activities, was administered among learners enrolled in a practical chemistry course at the Open University of Sri Lanka and feedback was collected to ascertain the learner perception on the resource. Findings – In total, 76% of respondents indicated familiarity with the VCLS, while 59% indicated that they were interested in engaging in activities provided through this resource during the pandemic lockdown. Also, 70% indicated that the VCLS was helpful to understand the course content during the pandemic period, while 82% indicated that they are likely to use it in the future. Research limitations/implications – The prevalent problems related to using the VCLS were lack of Internet access, physical interactions and time. However, the overall opinion on the VCLS was notably positive, while a majority indicated that flexibility to the learners, access to learning resources and use of technology in education will improve due to the use of this novel tool. Originality/value – Online course delivery has been greatly restricted to areas of education where distant delivery could be easily adopted while it is seldom found in areas such as practical chemistry. Hence, the study indicates novelty and notable originality within the ODL system.

Keywords

• Chemistry
• COVID-19
• Online
• Practical
• Technology
• Virtual