The Reality of Using Virtual Labs in Teaching at the University of Jordan from the Viewpoint of Faculty Members

Abstract

This study aimed to identify the reality of using virtual laboratories in teaching at the University of Jordan from the Viewpoint of faculty members, and the effect of variables: college, academic rank, gender, and years of experience on the reality of faculty members’ use of virtual laboratories in teaching. The study population and its sample consisted of all faculty members who teach courses that include practical credits in the faculties of Engineering & Science at the University of Jordan. To achieve the objectives of the study, a questionnaire consisting of (23) items was developed and then distributed -after verifying its validity and reliability- to the study sample in the second semester of 2020/2021. The results showed that the level of using virtual laboratories in teaching was medium. Further, they indicated that there were no statistically significant differences between the means of the estimates of the members of the study sample due to the variables of college, academic rank, gender, and years of experience.