Abstract
The article explores the characteristics of online laboratory practices, evaluates current teaching approaches, and ascertains the efficacy of various laboratory methodologies. Basic statistical tools were employed in the study, supplemented with case analysis, and further statistical examination using Pearson’s distribution-free test of fit. The research highlights a divergence in preferences between teachers and students concerning the execution of laboratory exercises. An analysis of the familiarity and interest levels of both respondent groups towards emerging technological tools was conducted. The methods employed for online laboratory teaching during mandatory isolation periods, along with their pros and cons, have been identified. This study delves into the growing domain of virtual laboratories within blended teaching frameworks, aiming to enhance hands-on learning in physical labs. The findings indicate that 88% of educators favour traditional in-lab experiences, in contrast to the 70% of students who opt for remote work. Furthermore, a transition from collaborative in-person learning to solitary telecommuting was favoured by a mere 30% of participants. These results underscore critical considerations for the trajectory of practical science education post-pandemic and into the foreseeable future. The presented study could be useful to inform policy makers about areas of investment for the benefit of students.