At first glance, scientific laboratory experiences might appear to be challenging to move to the cloud. Skeptics may point to sensory feedback limitations and inequivalence of student outcomes. However, emerging data increasingly provide evidence that scientific laboratory courses are not only amenable to online learning, but also can deliver student outcomes at or above traditional in-person courses. In identifying a science lab format, each institution weighs factors like lab course goals, budget, program growth, access, and safety. This article presents a single case study and a decision matrix for how one institution informed their choice for the modality of a chemistry lab course. There is no right answer for a lab modality, but the decision matrix allows for selection of the best-fit modality based on institutional parameters.
Journal of College Science Teaching
National Science Teachers Association
Scholarly Commons Citation
Faulconer, E. K., Faulconer, L. S., & Hanamean, J. R. (2019). Arriving at a Better Answer: A Decision Matrix for Science Lab Course Format. Journal of College Science Teaching, 48(4). Retrieved from https://commons.erau.edu/publication/1408