Virtual laboratories are computer simulations designed to investigate real-world problems and reinforce fundamental scientific concepts and theories. The use of virtual laboratories in science and engineering courses has increased in recent years. Accordingly, college science faculty are developing and integrating web-based laboratory modules in online courses. Moreover, historically Black colleges and universities are enhancing their institutions by offering science and engineering online degree programs and courses. To better understand the impact of virtual laboratories on student learning in online science courses, the purpose of this qualitative study was to assess students' learning experiences with virtual laboratories at a historically Black college and university utilizing phenomenological research methods. Interview questions were constructed to collect data from students to explore their academic experiences with virtual laboratories. Research findings suggest that virtual laboratories are an effective pedagogical strategy in web-based science courses. Recommendations for instructional strategies and future research are discussed.
