Virtual laboratories in open and distance learning: Circuit analysis application

In this study, considering the effect of 21st century technologies and changing tendencies in education, the environments developed for laboratory applications, which are an integral part of education were examined and applicability of virtual laboratories (VL) to open and distance learning was investigated. It is generally supposed that it is more difficult to provide courses that require applications by distance learning than information and theory based courses, so most distance institutions avoid these courses. VL environments offer the opportunity to perform laboratory activities at a distance. In this study, the use of VL was investigated in the course of "Circuit Analysis Laboratory" at Anadolu University Open Education Faculty Electric Power Generation, Transmission and Distribution Associate Degree Program, and 2D and 3D VL environments were presented to learners through learning management systems. In this study, which used exploratory sequential design approach- one of mixed method design types, the learners' intention to use VL was examined within the framework of the research model based on the Technology Acceptance Model, and the reasons why learners did not use VL were also investigated. For the analysis of qualitative data, content analysis was used, and for the analysis of quantitative data, descriptive statistics and nonparametric tests for those didn't use VL, and Partial Least Square structural equation model for those who used VL were used. As a result of the study; it was seen that the developed research model is a useful theoretical model in terms of understanding and explaining the intentions of learners' virtual laboratory usage. Lack of time was found as a reason for not using VL, and significant differences were observed depending on age and experience of learners. The results of this study will guide institutions to integrate VL effectively into the education process and to increase and disseminate the use of VL by being adopted by learners. Keywords: Virtual laboratory, Open and distance learning, Technology acceptance model, Partial least square