Virtual labs as substitute for traditional labs: Some thoughts

This writing is related to my thoughts after reading the journal article found at:
Int. J. Dev. Biol. 47: 231-236 (2003). Its titled "Virtual labs: a substitute for traditional labs?" and authored by Rebecca Scheckler.

Critical look at the role of computer based materials for the teaching of developmental biology in order to aid teachers in assessing their value.I conclude that while digital tools have value, they should not replace all of the traditional laboratory activities. Clearly, both computer-enhanced activities and traditional labs must be included in laboratory exercises.

Reliance on only one or the other is inappropriate. We need both computer-enhanced activities for their exposure to the activities that evade the time and space context of the lab as well as the more traditional lab activities that engage the body and emotions as well as the mind.

Models that are passive demonstrations of concepts are much less valuable than models that allow engagement, speculation, and manipulation of the model and of the tools that are used to create the model (i.e., the modeling software).

What Are Virtual Labs?
Virtual labs use the power of computerized models and simulations
and a variety of other instructional technologies to replace face-to-face lab activities.

In addition, there are online tutorials, computerized “dissections,”
 (http://curry.edschool.Virginia.EDU/go/frog/menu.html),

Quicktime movies (Fig. 2; http://www.bio.unc.edu/faculty/ goldstein/lab/movies.html), and virtual “experiments” (http://biologylab.awlonline.com).


Myth #1: Computer Activities should replace all other Developmental

Biology Labs because of their Educational Advantages

Experience valuable to education is continuous and interactive. Many interactive virtual activities, no matter how “realistic,” do not contain the elements of uncertainty and continuity that experience with traditional lab activities provide.

Therefore, the model is fixed and definite and represents only a portion of the entire system. This partial model representing the entire situation (i.e., a synecdoche) is misleading to students who do not understand the process of modeling.

In the experience of a traditional lab, there is the feel and smell of science, and sometimes even the danger of science. There is the uncertainty of what will happen or what will be seen, and there is the sharing between peers of varying observations and findings. Instructors can respond to the dynamics of the lab, connect materials to current social problems (See Gilbert and Fausto-Sterling, this issue), and connect peers to each other in ways that are fluid and timely.


Myth #2: Virtual Labs are a New Phenomenon

As new technologies such as the movie projector, the radio, the television, and the computer were introduced into educational settings, they were lauded as replacements for face-to-face teachers and schools (Connolly, 2001). What we should have learned as we progressed through the adoption of these other educational technologies is that they are all valuable aids to teaching and learning, that none of them are sufficient to replace the role of the teacher in the usual goings on of the classroom and lab, and that many more technologies are yet to come along that will deserve our attention and consideration.


Myth #3: Digital Labs save Money
Highly interactive online classes can be as much as 30 times more expensive than traditional lectures (Rumble, 1993). Virtual labs will save money only if they are not very interactive and are used by a large number of students

Not only are development costs high, but also virtual labs require continual maintenance. Part of the maintenance is debugging as the rigors of usage reveal problems, changing content as research reveals different mechanisms, and routine backing up, maintaining servers, security measures, repair and upgrades on workstations, and training of users.

In addition, technologies that serve 20 students adequately do not necessarily scale up to serve larger numbers of students. For large classes, more robust servers are needed, more support staff, and more instructors answering e-mail and moderating discussion forums, thereby substantially increasing the costs.


Myth #4: Students require Edutainment to remain engaged

What engages students is confronting real-world problems in the lab (see Gilbert and Fausto- Sterling, this issue), joining in dialogue with enthusiastic
teachers, and being encouraged to connect their life experiences with the goings on in the lab.

Myth #5: Only Digital Labs are Interactive and Self-Directed

Rather than the digitization of the teaching materials, it is the skill of the teacher that brings interactive material and self-directed activities into the classroom.

In a study of the use of the Internet for studying science (Feldman et al., 2000), the authors concluded that the heart of inquiry teaching is reflective discourse and appropriate use of data. While the Internet brings many more resources
to the student, it is the skilled teacher that ensures that students engage with these rich resources and reflect on them appropriately.


Separating the Wheat from the Chaff

As explained in How people Learn, there are five ways that technology is important in learning environments (Bransford et al., 2000). These are bringing real world problems into classrooms, particularly the connection to real-world data and scientists; providing support for learning; increasing opportunities for support; building communities; and expanding opportunities for teacher’s learning.


Advantages of Virtual Labs

Virtual labs allow students to repeat demonstrations that they do not understand or as a review for exams. Quicktime movies are a popular way of presenting virtual demonstrations. Virtual labs can support the ability to experiment with things that are too dangerous, too global, or too long term to do in a lab. The Society for Developmental Biology site (http:// sdb.bio.purdue.edu/SDBEduca/) has a very comprehensive list of virtual resources and examples of teachers that use web sites to fortify lectures and face-to-face labs.

Finally, virtual labs can give exposure to research scientists in the form of interviews and discussion forums.

Disadvantages of Virtual Labs

The quality of experience from virtual labs does not have the immediate and embodied impact of handling specimens and live organisms. Even prepared microscope slides engage the student in interpretation of structure in ways that photographs, movies, and animations can never do. They lack the immediacy of the supervision and contact with experienced teachers. Only mature and self-motivated learners do well in virtual environments where class meetings do not structure their time and they must actively seek help when confused.

They rely on servers that are not always in service.Updates of server or browser software may put earlier versions of virtual lab software out of commission. Students require adequate bandwidth to access the most interactive virtual labs, and home modems may not be adequate. There are training issues involved with students using virtual labs without supervision. When virtual labs link to other web sites, these links must be constantly checked for accuracy and continued existence. Web materials become out of date and require updating on a regular basis.

The huge amount of material on the web is daunting to many students and certainly requires a critical eye to discriminate accurate from inaccurate web sites links frequently make large recursive loops, with the result that students are tempted to keep clicking on links without ever getting to any substantive material, just to more lists of links.

Models are only partial representations (a synecdoche) of reality. The viewpoint of the designer of the model or simulation is permanently inscribed in the model, but a level of realism is attempted that hides these design choices. Essentially, design choices are black boxed within the software and therefore hidden from recognition (Scheckler, 2000).


Conclusions

Teaching goals must govern use of virtual labs.Simplicity and the physical experience of the student should be balanced with the appeal and convenience of digital sources. As with many balanced solutions, a both/and solution gives the most satisfying results