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Course Design and Implementation  \nIntégration d'un laboratoire virtuel dans les cours de premier cycle : Aperçu de la conception et de la mise en œuvre des cours  \nMaria Papaconstantinou, University of Toronto Dawn Kilkenny, University of Toronto Christopher Garside, University of Toronto William Ju, University of Toronto  \nHedieh Najafi, University of Toronto Laurie Harrison, University of Toronto  \nAbstract  \nThe instructors of four biology-related courses at a Canadian university integrated Labster virtual labs in their courses as a pre-lab activity, lecture substitute, or to provide lab experience in courses with no on-site labs. The instructors used a backward design approach to align the labs with the learning objectives of their courses and to connect the labs with their course assessments. A study was conducted to examine students’ perceptions ofthe usefulness of the virtual labs in terms of content knowledge and lab skills. At the end of each course, the instructors administered an anonymous survey in their classes. In total, 370 students participated. Across all four courses, survey results showed that at least 77% of the students found that virtual lab simulations helped them understand course concepts. At least 74% of the students navigated the virtual labs with no issues and 58% of the students found the simulations to be of high quality.  \nKeywords: Undergraduate course design; Biology course; Virtual training environment ; Virtual lab simulation  \nRésumé  \nLes instructeurs de quatre cours liés à la biologie dans une université canadienne ont intégré des laboratoires virtuels Labster dans leurs cours comme activité préalable au laboratoire, comme substitut  \nCJLT/RCAT Vol. 46 (3)  \nde cours, ou pour fournir une expérience de laboratoire dans les cours sans laboratoire sur place. Les formateurs ont utilisé une approche de conception à rebours pour aligner les laboratoires avec les objectifs d'apprentissage de leurs cours et pour relier les laboratoires aux évaluations de leurs cours. Une étude a été menée pour examiner les perceptions des étudiants de l'utilité des laboratoires virtuels entermes de connaissance du contenu et de compétences en laboratoire. À la fin de chaque cours, les formateurs ont administré un sondage anonyme dans leurs classes, et 370 étudiants au total ont participé . Les résultats de l'étude ont montré que dans les quatre cours, au moins 77 % des étudiants ont trouvé que les simulations de laboratoire virtuel les avaient aidés à comprendre les concepts du cours. Au moins 74 % des étudiants ont navigué dans les laboratoires virtuels sans problème et 58 % des étudiants ont trouvé que les simulations étaient de haute qualité .  \nMots-clés : Conception de cours de premier cycle, cours de biologie, environnement de formation virtuel, simulation de laboratoire virtuel.  \nObjectives  \nIn this paper, we share the findings of a pilot study that examined students’ perceptions of and experiences with two-dimensional virtual labs that were integrated into four undergraduate biologyrelated courses at a Canadian university. This pilot study was part of a year-long initiative to increase opportunities for active learning through virtual lab integration, specifically virtual labs developed by Labster ([https://www.labster.com/](https://www.labster.com/)). To contextualize the findings ofthis pilot study, we also explain the curriculum design process of virtual lab integration into these four courses informed by active learning strategies.  \nRelated Literature  \nVirtual labs, where students use screen or head-mounted devices to conduct a simulated experiment, can foster active learning (Bonwell & Eison, 1991) as the students can engage in higherorder thinking skills to make meaning from the findings of their experiment. Previous studies have investigated potential changes in students’ content knowledge, lab ski","cbCaijQiC41wa3VC","https://ap.wps.com/l/cbCaijQiC41wa3VC","pdf",861193,18,"English","# Abstract\n# Objectives\n# Related Literature","[{\"question\":\"How were Labster virtual labs integrated into the undergraduate biology courses?\",\"answer\":\"They were used as pre-lab activities, lecture substitutes, or to provide lab experience in courses without on-site labs.\"},{\"question\":\"What instructional method guided the integration of the virtual labs?\",\"answer\":\"Instructors used a backward design approach to align the labs with course learning objectives and connect them to course assessments.\"},{\"question\":\"What did students report about the usefulness and quality of the virtual lab simulations?\",\"answer\":\"Across four courses, at least 77% found the simulations helped them understand course concepts, at least 74% navigated without issues, and 58% rated the simulations as high quality.\"}]","Virtual Lab Integration in Undergraduate Courses - Insights from Course Design and Implementation | PDF",1792086538,45]