Abstract:

This work presents the results of an educational‑innovation project implemented during the 2025–2026 academic year to enhance remote continuous assessment and improve laboratory teaching in Analytical Chemistry at the University of Valencia. The project responds to two persistent challenges: the diversity and rotation of teaching staff, and the coexistence of ageing and modern analytical instruments, which require harmonised guidance and regularly updated materials.

To address this, a Virtual Laboratory Community was created within the institutional Virtual Classroom. This space centralises instrument manuals, operating protocols, troubleshooting guides, maintenance records, and short instructional videos. Its purpose is to ensure equal access to updated information, improve coordination across teaching groups, and facilitate the rapid integration of new instructors into laboratory courses.

The expected outcomes include:
(1) greater uniformity in teaching practices across undergraduate and postgraduate laboratories;
(2) improved student preparation through visual and self‑directed resources available prior to practical sessions;
(3) enhanced safety and efficiency in instrument handling thanks to standardised protocols;
(4) faster adaptation and increased confidence of new instructors; and
(5) improved sustainability of laboratory equipment through structured maintenance tools.

The project thus demonstrates the value of combining digitalisation, standardisation, and multimedia learning to strengthen laboratory teaching, offering a scalable and transferable model for other experimental subjects.

Survey data show that the support materials for instrument operation were positively received: two thirds of students awarded the highest rating, highlighting their clarity and usefulness for autonomous learning. Although one student reported some difficulty, overall feedback indicates that the resources facilitated engagement with practical tasks. All participants agreed that combining multimedia explanations with written documentation enhances understanding. Qualitative comments underscored the need to complement videos with brief, instructor‑led demonstrations followed by supervised practice, reinforcing hands‑on proficiency. Overall, the initiative improved student comprehension, supported independent work, and provided a stronger foundation for active participation in laboratory activities.

The authors acknowledge the financial support of the Educational Innovation Project “Development of teaching initiatives to improve the quality of instruction in the Analytical Chemistry Laboratories at the University of Valencia” (PIEE‑3900478), funded by the Vice‑Rectorate for Continuing Education, Teaching Transformation, and Employment of the University of Valencia.

Keywords:

Virtual Laboratory Community, Analytical Chemistry laboratory teaching, Standardised protocols, Multimedia learning instrument training.