Using Learning Theory for Assessing Effectiveness of Laboratory Education Delivered via a Web-based Platform

Learning styles are defined as a characteristic feature that determines cognitive and psychosocial behavior of learners, perceiving of knowledge, interaction and processing of information in different learning environments. Applying learning style theories in pedagogic concept has brought multiple dimensions in categorizing learning strategies, although such studies on laboratory skill education are limited. Kolb’s Experiential Learning Model, has been widely accepted as an efficient pedagogical model of learning. In this paper, we explore the pedagogical basis for designing life sciences laboratory education and applying Kolb’s learning style inventory for classifying learners into different categories. In the context of bioscience laboratory education, most students learners were reflective observers or assimilators (60%) or divergers (20%) and hence seemed most apt for virtual laboratory based education due to acclivity to standard demonstrations and lectures. Only 20% were convergers or accommodators. Unlike in some engineering students, this classification suggests bioscience laboratory education may be complemented using web-based tools and will need better assessments and virtualization methods.