Online education and teaching-learning strategies Physicochemistry laboratories
DOI:
https://doi.org/10.36958/sep.v7i1.230Keywords:
online education, teaching-learning, virtual environments, laboratoriesAbstract
OBJECTIVE: to analyze the perspective on online education and the teaching-learning strategies used in the Physical Chemistry I and II laboratory courses at the School of Chemical Engineering, University of San Carlos of Guatemala. METHOD: a mixed-methods study with a concurrent nested design was conducted. Data were collected through a Likert-type questionnaire administered to 79 students from the Physical Chemistry I and II laboratories at the University of San Carlos of Guatemala, complemented by semi-structured interviews with 3 teachers. Data were analyzed using Excel and a category matrix. RESULTS: students perception of online education for Physical Chemistry laboratories shows that 64% consider it adequate. Virtual simulators are the most valued tool, with 37% acceptance. Regarding the quality of virtual environments, 58% rate them as “Good” or “Excellent,” while 42% consider them “Regular” or “Poor,” indicating a need for improvements in interactivity and technical support. CONCLUSION: the online teaching-learning strategies used in the Physical Chemistry I and II laboratories are generally well-received by students, with 64% overall acceptance. However, 35% of the students expressed dissatisfaction, indicating areas for improvement, particularly in interactivity, accessibility, and technical support. The preference for virtual simulators highlights the need to integrate advanced technologies to enhance the educational experience in these laboratories
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