Abstract
In the advent of industry 4.0, the use of Virtual Learning Environments (VLEs) has become increasingly valuable for mediating the teaching and learning of science concepts. These VLEs embedded with simulations of real scientific systems, processes and accompanying learning activities, have been used to simplify concepts and enhance visualisation for science students and teachers alike. In South Africa, Physics Education Technology (PhET) and other free online simulations have been commended by several science teachers as useful tools for science learning in virtual environments. This baseline study examined the effects of using virtual learning environments (VLEs) on students’ achievement in physics content test. Sixty eight (n=68) third year physical sciences education students from a South African teacher training programme participated in the study. A sequential mixed method explanatory research methodology was followed in investigating the effects of using VLEs on students’ achievement in physics content test. The initial phase of the study constituted a quasi-experimental phase where a Physics content test was given pre and post virtual learning interventions using PhET simulation laboratories and the associated activities. This phase was proceeded by follow-up semi-structured focus group interviews with all the participants to establish their perceptions of virtual learning environments engaged with. Data from quasi-experiment was analysed using SPSS 25 and transcribed textual data from focus group interviews was analysed using thematic content analysis assisted with Atlas.ti 8. Findings from the study revealed that, mean achievement scores in physics content tests improved significantly post intervention in VLEs. From follow-up focus group interviews five themes stood out where students revealed that; (1) within the VLEs, they were able to visualise scientific micro worlds (2) Embedded activities and tasks enhanced self-directed learning and assessment (3) the virtual classroom space enhanced collaboration with peers on learning tasks (4) the VLEs provided a convenient way to learn sciences (5) The VLEs did not promote authentic science learning. The implications of these findings are that virtual learning environments are a relevant learning enhancer for science and physics learning in the 21st century. We therefore recommend based on these findings that, larger scale studies be engaged to further investigate the affordances of VLEs in science education, including all the factors that affect how students learn in VLEs.