Hybrid learning in Chemical Engineering: assessing the benefits of online labs as a supplement to traditional practices

The COVID-19 pandemic prompted a rapid shift to online education, exposing both challenges and opportunities in teaching practices. This study evaluates the experiences of first-year Chemical Engineering students at the University of Manchester with online practical teaching during the pandemic, aiming to understand how online lab activities can complement—not replace—traditional laboratory work. A survey was conducted via Qualtrics, with 78 out of 141 students responding. Data were analysed using SPSS and Excel to assess key factors including motivation, instructional clarity, communication, assessment, feedback, and adaptability. Findings show that while student motivation was generally low and satisfaction with clarity and resources was moderate, students displayed significant adaptability. Assessments were well received, but communication and feedback emerged as areas needing improvement. The study highlights the potential for online lab components to enhance flexibility, accessibility, and resilience in chemical engineering education. It advocates for integrating live virtual labs and other online resources to enrich traditional lab sessions. Such an approach could offer lasting benefits, including greater adaptability to future disruptions and broader access for diverse student cohorts, ultimately contributing to a more robust educational framework.