Wanting to find the impact of the use of a range of LearnSci LabSims during the COVID-19 pandemic, a paper-based questionaire was distributed to students in 2019 and 2020. These were devised to interrogate the students’ experience of the laboratory through consideration of the affective domain to their learning, the cognitive load induced by the learning environment and the level of their interaction with the simulations both outside of and during the on-campus classes. 519 responses were collected in 2019 (before LabSims were utilised) and 419 collected in 2020 (after LabSims were utilised during the COVID-19 pandemic). Additionally, nine student interviews were conducted in 2020 to both validate the questionnaire and to provide depth to the analysis. The results showed that students were highly likely to repeat the LabSims until they achieved the correct answers and that they tended to recall the positive and negative feedback provided by the LabSims during class time. The majority of the students discerned positive impacts on their laboratory experience as a result of having completed the LabSims prior to class. This positive outcome was, through a thematic analysis of student responses, attributed to the ease of utilising the resources, their relatively ‘correct’ visualisation of real-world equipment/techniques and the lowering of in-class anxiety (or an inverse increase in student confidence).

When face-to-face teaching returned in 2021-2022, teaching staff were challenged by a larger than usual first-year biology student intake, in conjunction with reducted room capacities due to social distancing restrictions. To maximise the time spent in the lab to develop core practical skills, LabSims were used as pre-lab activities to familiarise students with the practical procedures beforehand. Student feedback indicated these pre-lab activities lowered some of the barriers they experienced when attending lab classes; for example, they increased confidence and decreased apprehension. Teaching staff noted a reduction in the time and effort needed during lab classes to close the gap between different levels of experience in practical techniques seen amongst first-year students.

Meeting student expectations of assessment and feedback, in terms of slow return of marked work and inconsistencies in the marking process, has historically been a challenge. Although staff strived hard to meet the college deadlines, students did not perceive this as timely. Over-burdened marking loads of teaching staff meant more time was spent marking than teaching. LearnSci Smart Worksheets were integrated in modules across the Department of Biological Sciences in 2018, spanning topics from chemistry, physiology, molecular biology and ecology. All year 1 and 2 students now use Smart Worksheets on a regular basis. The time saved by staff has been conservatively estimated at over 440 hours each year; staff have regained an average of 21 hours of marking time for each Smart Worksheet. That time is now spent supporting students in other ways, improving teaching, or freeing up time for research. Student complaints about marking inconsistencies or slow return of work have fallen away. NSS scores have improved, and Overall Satisfaction scores of 100% for Biology and 93% for Biomedical Sciences were achieved in 2020. Students appreciate being able to gain the result from their efforts immediately and being given the prompts to help solve a problem if they are unsure.

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During the pandemic, the Department of Biological and Biomedical Sciences rolled out LabSims and Smart Worksheet resources to the whole department, across undergraduate and masters level teaching. A flipped classroom approach was taken in first and second-year labs, introducing students to the concepts and experiments covered before they entered the labs. At Masters level, the resources were used to help international students who had limited lab experience or lab access during their undergraduate studies. The department carried out a survey to assess the impact of the resources. It was found that 85% of students used LearnSci products in their modules. The LabSims appeared to give students more confidence in the labs, helping them be more prepared and therefore run their labs more efficiently. LabSims were postively received, with 65% of students agreeing they enjoyed the LabSims, and 60% feeling LabSims helped them understand concepts better. Smart Worksheets' impact was also assessed, and although used in fewer modules, 50% of students found them helpful. Staff commented how straightforward the resources were to use in Blackboard and how much they had improved student confidence. The LearnSci resources also enabled the department to maintain a good level of module pass rate despite the pandemic, staying similar to the previous year.

Fundamental laboratory techniques learnt in the first year of a variety of bioscience courses set the foundation for future lab work. An increase in students who could not attend their practical lab sessions over 2020 became a problem. All students were encouraged to use LabSims that demonstrated these fundamental techniques, such as preparing a spread plate and performing serial dilutions. Students unable to attend the wet-lab sessions were contacted individually and encouraged to engage with the resources and ask questions. Their learning was assessed via video chat, using home materials to stand in for lab materials, such as an agar plate and wire loop. No student was left behind or disadvantaged. All students, including those unable to attend wet-lab sessions, demonstrated how to competently carry out the techniques. Through the use of LabSims and other teaching materials, self-isolating and shielding students had a positive experience on-line and gained the confidence to work safely and skilfully in the lab in the future.

With the goal of advancing student data analysis skills and calculation practice through innovative teaching methods, a custom Smart Worksheet was developed. The basics of spectroscopic techniques such as IR, NMR and MS were taught in lectures, after which formative LabSims were attempted to allow the students to gain a firm understanding before the lab session. Students then calculated and analysed the structure of an unknown compound in the lab, via the Smart Worksheet. The dynamic visualisation improved student engagement and allowed for more creative understanding of concepts. The immersive process between theory and practical developed core skills in problem solving, data processing and operative thinking. Average module marks increased tremendously from 55% in the previous year without Learning Science resources, to 71% within the following academic year.

To ensure all postgraduate students continued to develop and build their laboratory experience, a bespoke Practical Skills and Professional Practice module was created to allow for the enforced lab restrictions. Small group project online sessions were implemented that directed the students to the most appropriate LabSims to demonstrate techniques linked to data sets that they would then analyse in the seminar. In preparation for laboratory sessions, students reviewed LabSims, alongside protocol review and experimental design. Students who engaged with this process reported that they were better equipped and more confident on the forthcoming laboratory task.

COVID-19 introduced unprecedented barriers to delivering vital first year “lab skills” modules. Meeting learning objectives was a priority, but delivery was logistically impossible. Therefore, on-campus labs were replaced with fortnightly virtual labs, each containing relevant LabSims, Smart Worksheets, a discussion board and drop-in sessions. A single-day socially-distanced on-campus 'Skills Camp' at the end of the trimester allowed students to utilise their new experimental skills in real life. Students arrived with a high level of understanding and confidence. By placing Learning Science resources at the core, it remained possible to co-deliver theoretical principles with practical elements to meet module learning objectives.

Under COVID-19 restrictions lab time was limited, so ensuring students arrive in class fully prepared was vital. Demonstrations and discussions all eat into valuable bench time, and with multiple repeats of lab classes, a centralised resource for students ensures a consistent learning experience and effective use of the limited lab time. A combination of Learning Science LabSims and self-produced videos were developed and integrated into the VLE/LMS. Students were required to complete these in order to access further materials, including schedules and Smart Worksheets. This approach was successful, with students starting lab work faster and a reduction in the number of accompanying questions. There was also an increase in the quality of data generated in class.

Lab reports in the Cell Biology module were growing time-consuming and complex. This resulted in marking delays and overall student dissatisfaction. Smart Worksheets were designed for lab classes, mirroring the original lab reports. LabSims were also incorporated to prepare students in advance. As a result, hundreds of hours of marking time were saved, causing increases in student satisfaction, module pass rate, and overall grades. The Smart Worksheets and LabSims improved student engagement and understanding, despite COVID-19 restrictions.