Jeffery, A ORCID: https://orcid.org/0000-0002-2069-4893, Rogers, S ORCID: https://orcid.org/0000-0002-4920-5408, Pringle, JK ORCID: https://orcid.org/0000-0002-0009-361X, Zholobenko, VL ORCID: https://orcid.org/0000-0002-6024-0503, Jeffery, K, Wisniewski, K ORCID: https://orcid.org/0000-0001-5408-2417, Haxton, K ORCID: https://orcid.org/0000-0001-9812-4324 and Emley, D (2022) Thinglink and the laboratory: interactive simulations of analytical instrumentation for HE science curricula. Journal of Chemical Education, 99 (6). pp. 2277-2290.

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Abstract

Access to laboratory facilities and associated instrumentation represents a major barrier to learning in physical science education, due to constraints introduced by limited time and financial resources, cost 20 of acquisition, and health and safety requirements. Virtualised laboratories offer some mitigation of these problems but may also introduce further problems such as limiting discussion and collaboration, inhibiting development of physical skills, and reducing engagement. This study aims to evaluate the effectiveness of virtual simulations of analytical instruments for applied science student learning and teaching. Two virtual instruments (X-ray fluorescence 25 spectrometer (XRF) and an ion chromatography system (IC)) were assembled on the Thinglink online virtual platform, with background theory, detailed animated instructions, and simulated data collection capabilities. The two simulations were disseminated to teachers and learners, with subsequent feedback gathered via questionnaires and four one-to-one interviews. Results showed feedback was extremely positive from all users, with many expressing excitement for 30 the accessibility and inclusivity implications, and the freedom to engage asynchronously. Users found them to be high quality, highly accessible and inclusive resources, but generally felt their application as supplementary materials would have greater benefit than using them in a standalone fashion. The most prominent concern was the time required to create materials. Study implications suggest that the style of online virtual learning resource presented here is viewed 35 as beneficial by learners and teachers alike, if planned to be as efficient as possible and delivered as a supplement to physical equipment learning. Application of additional online resources to broader groups should be the subject of further investigation, with the potential benefits for academic performance being of utmost importance.

Item Type: Article
Additional Information: The final version of this article and all relevant information related to it, including copyrights, can be found on the publisher website upon publication.
Uncontrolled Keywords: First-Year Undergraduate; General; Second-Year Undergraduate; Analytical Chemistry; Laboratory Instruction; Distance Learning; Self Instruction; Internet; Web-Based Learning; Laboratory Equipment; Apparatus; Spectroscopy; Chromatography
Subjects: Q Science > QD Chemistry
Q Science > QE Geology
Divisions: Faculty of Natural Sciences > School of Geography, Geology and the Environment
Depositing User: Symplectic
Date Deposited: 05 May 2022 15:14
Last Modified: 05 Jul 2022 14:16
URI: https://eprints.keele.ac.uk/id/eprint/10865

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