An investigation into the breadth of learning objectives developed in STEM online laboratories

Abstract Online laboratories have gained a great deal of interest in recent years with benefits including reduced costs, support for increasing student numbers, increased flexibility and accessibility to practical work for students attending distance learning courses or with physical disabilities. However, designing teaching and learning activities for online laboratories introduces new challenges because many learning aspects that are inherent in conventional laboratories (e.g. safety, ethics, motor skills etc.) must be explicitly designed into online laboratories. This research aims to assist educators to design Science, Technology, Engineering and Mathematics (STEM) online laboratories that develop a broad range of learning objectives to meet students’ educational needs. In this paper a framework for STEM online laboratory learning objectives is introduced, building on previous approaches in the literature. The framework provides a structured approach to help course designers and educational technologists to design and assess the learning objectives and design characteristics of online experiments. The framework was used to map 23 online laboratories at a large distance learning university, and the results identified some trends and gaps in learning objective coverage. The results highlight the importance of defining the full breadth of learning objectives for online experiments at the design stage to ensure that the experiment is appropriately designed to allow students to achieve the desired learning outcomes. Furthermore, different online experiment designs are appropriate to different learning objectives, so care must be taken to select the most appropriate delivery mechanism for the online laboratory. It is proposed that the framework could be used by educators to support the design of new online laboratories as well as evaluating the laboratory learning objectives coverage in existing online laboratories.