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Publication date: 4 July 2024

Denis Dyvee Errabo, Alexandra Janine Paguio and Patrick Andrei Enriquez

Design an innovative Flipped classroom’s Delivery through virtual laboratory.

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Abstract

Purpose

Design an innovative Flipped classroom’s Delivery through virtual laboratory.

Design/methodology/approach

The fundamental framework of the present investigation is a Participatory Action Research (PAR) design. By merging the impetus of “action.” with the inclusiveness of “participation,” PAR establishes a “network” for collaborative teaching or research. PAR is pertinent to our research because it facilitates the participation of infrastructures and individuals in formulating a critical community. This community encourages critical self-reflection, promotes accountability, redistributes authority, and cultivates confidence in research. PAR fosters constructive transformation in educational environments by utilizing participants' combined insights and experiences to establish a structure for substantive dialogue and proactive measures.

Findings

As virtual laboratories are becoming essential in 21st-century science education, we found groundbreaking evidence that can support our novel approach to enhance the quality and equity in education. Our results show that virtual labs engage scientific goals and practices, develop scientific literacy, foster scientific inquiry and problem-solving, and promote metacognition. The effects of the virtual laboratory can develop high self-efficacy and positive attitudes among students. It improves students' laboratory performance, which we noted from laboratory activities, simulations, and long exam results.

Originality/value

The study offers groundbreaking account to depict epistemic fluency aided by virtual laboratory.

Details

Journal of Research in Innovative Teaching & Learning, vol. 17 no. 2
Type: Research Article
ISSN: 2397-7604

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