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Volume 7, Issue 6

Effect of laboratory manual layout: does experiential learning benefit from authentic context? Open Access

Abstract

Experiential learning is the pedagogic foundation of practical laboratory education. This process of learning through experience enables students to develop a deeper understanding of the theoretical material as well as valuable real-world skills. However, there is often a disconnect between the authentic, real-world context of performing laboratory skills and the method of instruction within higher education. This study developed two student laboratory manuals; one which followed a traditionally linear ‘week by week’ format, and another which took inspiration from a publication format and listed the protocols in a distinct ‘methods’ section. The effect the change of layout had on student learning was assessed through analysis of student summative assessment and interaction with the online learning environment. Additionally, the effect on student confidence and perceived technical skills development was assessed through a student survey. The differences in layout resulted in no significant differences in student assessment performance but did result in higher levels of engagement with the online learning environment. The student survey reported an increase in technical confidence (21%) and skill (31%) with the authentic ‘methods’ section layout changes compared to the traditional format. The increase in student engagement, confidence and perceived skill shows that experiential learning benefits from placing the information in an authentic context.

  • Received:
  • Accepted:
  • Published Online:
Keyword(s): authentic context , authentic learning , experiential learning (EL) and practical teaching
© 2025 The Authors
  • This is an open-access article distributed under the terms of the Creative Commons Attribution License.
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/content/journal/acmi/10.1099/acmi.0.000955.v4
2025-06-17
2025-07-12
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Effect of laboratory manual layout: does experiential learning benefit from authentic context?
Access Microbiology 7, 000955.v4 (2025); https://doi.org/10.1099/acmi.0.000955.v4
/content/journal/acmi/10.1099/acmi.0.000955.v4
/content/journal/acmi/10.1099/acmi.0.000955.v4
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