Exploring the Lived Experiences of Online Science Teachers in Using Virtual Laboratories for Instruction

Abstract

This phenomenological study explored the lived experiences of certified online science teachers implementing virtual laboratories in fully online public-school settings across selected states in the United States. Guided by Constructivist Learning Theory, the Community of Inquiry (CoI) Framework, and the Technological Pedagogical Content Knowledge (TPACK) Framework, the study examined how teachers experienced and made meaning of virtual laboratory implementation, the challenges they encountered, and the instructional decisions and adaptations they employed. Using a qualitative phenomenological approach, data were gathered through semi-structured interviews and reflective written responses from seven certified online science teachers teaching Grades 4–12 in fully online public schools. The data were analyzed using Colaizzi's (1978) phenomenological method, with NVivo supporting data organization and coding through the extraction of significant statements, formulation of meanings, identification of emergent themes, and description of the essence of the phenomenon. The findings showed that participants viewed virtual laboratory implementation as an intentional, inquiry-oriented instructional process characterized by purposeful planning, guided facilitation, scientific exploration, and reflective practice. They also described challenges related to technological access, student engagement, conceptual misunderstandings, instructional adjustments, and institutional support. In response, participants employed learner-centered instructional decisions through responsive facilitation, differentiated support, continuous reflection, and assessment-informed adjustments. The findings suggest that meaningful virtual laboratory instruction extends beyond digital simulations and depends on intentional planning, responsive teaching, inquiry-based learning, and ongoing instructional adaptation. Based on these findings, a proposed instructional guide for implementing virtual laboratories in fully online science instruction was developed. The study highlights the importance of research-informed instructional guidance and institutional support in strengthening virtual laboratory implementation in online science education.