From Labs to Laptops
Understanding Online Science Learners in Organic Chemistry
DOI:
https://doi.org/10.55420/2693.9193.v16.n2.368Keywords:
online learning, organic chemistry laboratories, distance laboratory kits, STEM education, online learnersAbstract
The expansion of online education has created new opportunities and challenges for teaching laboratory-based science courses. Organic chemistry laboratories traditionally rely on face-to-face instruction and hands-on experimentation in controlled laboratory environments. However, advances in instructional technology and the availability of at-home laboratory kits have made it possible to adapt these experiences to online learning environments. This article examines the characteristics of online science learners based on the experience of teaching two online organic chemistry laboratory courses that incorporated commercially available at-home laboratory kits. The study highlights key traits observed among successful students, including self-discipline, technological adaptability, curiosity, and engagement with hands-on learning. Instructor course records indicate that approximately 90% of students successfully completed and passed the laboratory component of the course. The integration of physical laboratory kits with digital learning platforms allowed students to conduct experiments independently while maintaining meaningful engagement with scientific concepts. The findings suggest that carefully designed online laboratory experiences can support student success and promote active learning in STEM education.
References
Brinson, J. R. (2015). Learning outcome achievement in non-traditional (virtual and remote) versus traditional (hands-on) laboratories: A review of the empirical research. Computers & Education, 87, 218–237.
Faulconer, E. K., & Gruss, A. B. (2018). A review to weigh the pros and cons of online, remote, and distance science laboratory experiences. International Review of Research in Open and Distributed Learning, 19(2), 155–168.
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415.
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review.
Hofstein, A., & Lunetta, V. N. (2004). The laboratory in science education: Foundations for the twenty-first century. Science Education, 88(1), 28–54.
Means, B., Toyama, Y., Murphy, R., & Baki, M. (2014). The effectiveness of online and blended learning: A meta-analysis of the empirical literature. Teachers College Record, 115(3), 1–47.
National Research Council. (2012). Discipline-based education research: Understanding and improving learning in undergraduate science and engineering. National Academies Press.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Marielis Rivera-Ruiz
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Open Access Policy Statement
HETS Online Journal has adopted an open access policy and provides immediate access to its content free of charge to the reader. The journal does not pass on the cost of publication or submission of manuscripts, known as an Article Processing Charge (APC), to authors.
HOJ is licensed under CC-BY-NC-SA.