FlipVlab: Integrating Virtual Laboratories, Flipped Learning, and Scientific Inquiry in General Chemistry
DOI:
https://doi.org/10.58524/oler.v6i3.1126Keywords:
Flipped classroom, General Chemistry, Learning model, Virtual laboratoryAbstract
General Chemistry learning is often constrained by students’ difficulties in understanding abstract concepts and limited access to laboratory activities, highlighting the need for flexible digital learning environments that connect conceptual preparation with experimental inquiry. This study developed and evaluated FlipVlab, an integrated learning model that combines virtual laboratories, flipped learning, and scientific inquiry for General Chemistry. The model structures learning through pre-class digital preparation and virtual experimentation, followed by in-class data verification, collaborative analysis, and conclusion formulation. FlipVlab was developed using an integrated research and development framework and underwent formative evaluation through expert review, individual evaluation, and small-group evaluation. Its feasibility was assessed by experts in instructional design, learning materials, and learning media, while its effectiveness was examined through a quasi-experimental post-test-only control-group design. The findings demonstrated that FlipVlab achieved high feasibility across all evaluated components. Students learning through FlipVlab also achieved substantially better learning outcomes than those receiving conventional instruction, with the observed difference indicating a strong educational effect. These findings suggest that systematically integrating virtual experimentation with flipped learning and scientific inquiry can provide an effective alternative for General Chemistry instruction, particularly when physical laboratory access is constrained. FlipVlab offers a structured model for connecting online preparation, digital experimentation, and collaborative classroom inquiry.
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