Virtual Laboratories in STEM Higher Education: A Scoping Review
| Autor: | Charlott Sellberg, Zeinab Nazari, Mads Solberg |
|---|---|
| Jazyk: | Danish<br />English<br />Bokmål, Norwegian; Norwegian Bokmål<br />Norwegian Nynorsk; Nynorsk, Norwegian<br />Swedish |
| Rok vydání: | 2024 |
| Předmět: | |
| Zdroj: | Nordic Journal of Systematic Reviews in Education, Vol 2, Iss 1 (2024) |
| Druh dokumentu: | article |
| ISSN: | 2704-1883 91244277 |
| DOI: | 10.23865/njsre.v2.5766 |
| Popis: | Synthetic learning environments like virtual laboratories are increasingly used in pedagogical practice across the landscape of higher education, in both professional and non-professional study programs. Virtual laboratories are simulations of experiments or other hands-on activities that allow students to explore scientific concepts and principles in a virtual environment. These simulations can be used to supplement or replace traditional laboratory experiences on campus, providing students with a flexible and convenient way to learn and engage with the laboratory as a context for work. The conceptual and theoretical foundations of these simulations, however, are still poorly understood. This study provides a scoping review of the literature on how virtual laboratories are conceptualized in STEM higher education, and the ideas, principles and presuppositions that inform and sustain research on virtual laboratories in STEM. By searching through databases (n = 7) for peer-reviewed journal articles published in English between 2012 and 2023, focusing on the use of virtual laboratories in STEM higher education, a selection of articles (n = 23) was identified as relevant for the study aim and subjected to thematic analysis and narrative synthesis. The results add to our knowledge from previous systematic reviews of studies on virtual laboratories in STEM higher education, particularly by identifying common characteristics between various definitions of virtual laboratories. Moreover, the review identifies three theoretical traditions influencing work on virtual laboratories for STEM in higher education. While this highlights a field of research committed to evidence-informed pedagogy and instructional effectiveness, it also points to a lack of descriptive, qualitative research that systematically investigates everyday instructional practices with virtual laboratories in STEM-education in naturalistic contexts. Further studies on what happens in such settings would be valuable for informing future theorizing about virtual laboratories in STEM. |
| Databáze: | Directory of Open Access Journals |
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