Bernard Drumm, Ph.D is a lecturer in Biochemistry & Biotechnology. However, he’s anything but a traditional lecturer! Since his studies, Bernard has been interested in active learning and engagement rather than pure lectures. Today, he works in the Department of Life & Health Sciences at Dundalk Institute of Technology (DkIT) in Dundalk, Ireland, bringing this vision to life.

In search of innovative ways to engage students, Bernard worked with a team of faculty at DkIT to explore how technology could enhance hands-on learning. This led him and his colleagues to investigate the effectiveness of immersive learning tools. Bernard and his colleagues conducted a large-scale longitudinal study involving 600 students across multiple undergraduate science disciplines and dozens of faculty. While the national project spans five institutions, their published research focuses specifically on students at DkIT who used Labster.

Labster Enhanced Confidence 

The results of the study highlighted the impact of virtual labs on student learning:

• “90% of students agreed with the statement: ‘Virtual labs enhanced my level of confidence with experimental science.’ ”
• “75% of students stated virtual labs should only be used to complement face-to-face teaching.”

The data showed that virtual labs were particularly effective as a pre-lab resource—helping students familiarize themselves with concepts and techniques before stepping into the wet lab. Although they aren’t meant to replace wet labs, the preparation they offer significantly boosted students’ confidence.

"Often, this was the first time they were encountering a technique, so by doing Labster beforehand, they were seeing terms and versions of techniques that primed them before coming into the lab, inevitably increasing their confidence."

Laser-Focused on Career Readiness

When we asked Bernard what makes the students he works with unique, he answered, “Other places teach you about science; we teach you how to do science. We’re very practical-focused. Students at other institutions might spend two to four hours a week in practical labs. Students at Dundalk spend 10-12 hours a week learning in a practical lab setting.” 

They are laser-focused on preparing students for their STEM careers after they graduate. From a 2024 survey, 92% of DkIT science students are employed within 6 months of graduation, in diverse fields such as quality control, upstream and downstream biopharmaceutical production and processing, microbial analysts and environmental science roles. 

A Student Body with Unique Needs

DkIT serves a commuter-heavy student population, with many traveling from rural areas or from Northern Ireland. With limited time on campus, students needed flexible ways to prepare for lab work. Virtual labs provide that foundation, ensuring they arrive ready to engage in hands-on experiments.

“We serve a commuter campus where students come in, do what they need to do, and leave. They don’t always have time for extended lab practice outside of scheduled hours. Virtual labs gave them a chance to prepare in advance, so when they arrived in the wet lab, they already had a foundation to build on.”

Navigating Faculty Concerns

Initially, some faculty members hesitated to introduce virtual labs, fearing they might take away valuable face-to-face time. To address this, they strategically incorporated a few Labster simulations per course throughout the semester rather than assigning one for every lab session. This balance allowed students to benefit from Labster’s diverse catalog while ensuring they still had plenty of hands-on experience in wet labs.

"Virtual labs complement the wet labs. We chose Labster because it offered the best platform to meet our needs. We explored multiple programs, but Labster’s diverse catalog made it the right choice. However, using it every week would be too much. Instead, we carefully selected 2–4 simulations per course and maximized their impact over the semester."

A Smarter Way to Teach Science

"Virtual labs should complement, not replace, hands-on experience." That was the key takeaway from Dundalk Institute of Technology’s extensive study on active learning. By integrating virtual labs strategically, faculty ensured students could make the most of their in-person lab time, optimizing learning without sacrificing hands-on experience. By integrating active learning principles with cutting-edge technology, DkIT is ensuring that students aren’t just learning science—they’re doing science.