Abstract
With the world wide acceptance of virtual educational technologies, it has been shown that they play a vital role in the scientific arena. The purpose of this paper was to analyze the role of Biotechnology virtual laboratories in integrating student’s learning ability and introducing it as an effective instructional tool in biotechnology courses. A post-usage survey was conducted among the users and included questions about perceptions of virtual laboratories, its role in virtualization of sophisticated instruments. The survey suggested virtual labs usage enhanced autonomous and guided educational methods. Comparing groups on usage of virtual labs against a control (traditional lab), our studies suggest improved performance in students using virtual labs. Usage analysis and surveys indicated that biotechnology virtual labs are significant elements in adaptive learning process in blended classroom environment.
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Acknowledgements
This work derives direction and ideas from the Chancellor of Amrita University, Sri Mata Amritanandamayi Devi. Authors would like to thank Prof. Prema Nedungadi and Prof. Raghu Raman, Dr. Sanjay Pal, Dr. Nandhita Misra, Dr. Sobha V. Nair, Ms. Vidhya Prakash, Mr. Ajith Madhavan, Ms. Nijin Nizar and the whole of CREATE team of Amrita University for their contributions and support in developing this work. The work is supported by the Sakshat project of National Mission on Education through ICT, Department of Higher Education, Ministry of Human Resource Department and Government of India.
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© 2014 Institute for Computer Sciences, Social Informatics and Telecommunications Engineering
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Radhamani, R., Sasidharakurup, H., Sujatha, G., Nair, B., Achuthan, K., Diwakar, S. (2014). Virtual Labs Improve Student’s Performance in a Classroom. In: Vincenti, G., Bucciero, A., Vaz de Carvalho, C. (eds) E-Learning, E-Education, and Online Training. eLEOT 2014. Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, vol 138. Springer, Cham. https://doi.org/10.1007/978-3-319-13293-8_17
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DOI: https://doi.org/10.1007/978-3-319-13293-8_17
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