Modifying water quality monitoring laboratory experience: a comparative analysis of in-person vs. online delivery for environmental engineering students

Abstract

This study conducts a comparative analysis of in-person versus online delivery of water quality monitoring laboratory sessions for environmental engineering students in light of the rapid transition to online education. Adopting a design-based research approach, the study developed and implemented an online laboratory experience and compared its effectiveness with traditional in-person sessions. Data were collected from 52 fourth-year students through structured performance assessments and student feedback surveys to evaluate learning outcomes, engagement, and satisfaction. Results reveal that the mean scores were closely aligned, with online sessions averaging 8.5 and in-person sessions 8.42. Despite common concerns regarding the effectiveness of online learning in practical fields, findings suggest that both modalities support student learning equally, with no statistically significant differences in performance. Additionally, 84.38% of students affirmed the effectiveness of online labs in meeting educational objectives, highlighting advantages in flexibility and accessibility. The study concludes that online laboratory sessions can deliver learning outcomes comparable to those of in-person sessions and advocates for their continued integration into curricula.