Effectiveness of Virtual Laboratory Teacher Training Workshops: A Kirkpatrick Model Analysis

Abstract

Performing laboratory experiments is an integral and unavoidable part of STEM education. The teaching efficacy of laboratory experiments can be optimized by integrating ICT-based tools into the curriculum. As teachers are the key facilitators in practical lessons, it is imperative that they adopt the latest teaching technologies, such as virtual laboratories (VLs). To achieve optimal student learning outcomes, teachers ideally undergo adequate training programs that equip them with relevant knowledge and skills to utilize VLs. As myriad training workshops and self-learning tools are available to teachers, the efficacy of training programs needs to be precisely evaluated to determine their quality and design better programs for posterity. Kirkpatrick’s four-level model is suited to evaluate teaching training, as it takes into consideration holistic aspects of learning: learners’ reactions, learning outcomes, behavior, and results. In this study, we conducted and evaluated a VL teacher training program in Africa, applying Kirkpatrick’s model analysis. Our results indicate a significant improvement in participants’ perception and attitude toward VL after attending the training. Also, the training proved to be effective in improving the learning outcomes of the participants. We found a huge hike in the number of VL users in Africa after conducting the training program, indicating the overall success of the program. It met the needs of the teachers and equipped them with the necessary skills and knowledge to utilize VLs in their teaching practices. This study may assist future trainers to design successful teacher training programs in laboratory education.