Designing a General Chemistry Lab Curriculum Using a Hybrid Synchronous Online Delivery (SOD)/Face-to-Face (F2F) Model and Evaluating Student Success Compared to a Traditional Lab Format for a Large and Growing University

Post-pandemic, the demand for online and mixed-modality course offerings has increased substantially. Hybrid lab courses can integrate classroom face-to-face (F2F) learning with online simulations and other virtual activities. This study presents student outcomes in a two-semester pilot hybrid General Chemistry 1 lab (CHEM1211L) at Kennesaw State University (KSU) compared with traditional laboratories during the 2024–2025 academic year. For the pilot, the traditional F2F CHEM1211L was adapted to a 50% hybrid modality with F2F and synchronous online delivery (SOD) conducted via Microsoft Teams. The SOD sections consisted of simulations, virtual lab activities, and videos embedded in the learning management system (LMS). Increased student enrollment has resulted in large waitlists each semester. The hybrid design provides more flexible course schedules and thus reduces the waitlist for students needing CHEM1211L. A hybrid schedule also provides a more flexible learning option for commuter and nontraditional students. In lab, the students used a lab manual and composition notebook for data collection. The weekly lab reports were submitted and graded using the LMS. Student learning outcomes were assessed directly through a final exam, a psychomotor skill assessment, and through a qualitative and quantitative student perception survey. Final exam averages on questions assessing the same learning objectives and psychomotor skills were comparable between the traditional F2F lab and the SOD hybrid lab. Student perceptions of their engagement and learning were positive.