Functionality and effectiveness of the remote laboratory as a teaching strategy in university chemistry

Abstract

The purpose of the research presented here was to analyze the functionality and effectiveness of the remote laboratory (RL) when teaching university chemistry in a context where technology and infrastructure limitations are present. The study was developed from a quantitative approach with a non-experimental, descriptive and transversal design, in which information was collected through a Likert scale questionnaire applied to 29 students of a Regional Campus of the National Autonomous University of Honduras. We worked with the total population and therefore no sampling procedures were applied. The variables analyzed were functionality and effectiveness, the former based on four indicators and the latter on six indicators. The results showed that, despite the need for improvement strategies in all indicators, the remote laboratory is a viable alternative to complement the teaching of chemistry in a practical way in universities.