Why Remote Learning in NGS Matters?

As sequencing costs drop and data volumes explode, the true bottleneck in genomics is no longer sequencing itself-it’s training people to interpret the data. Remote learning provides an inclusive way to teach Next-Generation Sequencing (NGS) analysis worldwide.

1. Access to Expertise and Infrastructure

Traditional in-person NGS training is constrained by geography, funding, and hardware availability. Remote platforms remove these barriers and expand access to global expertise.
For example, the European Bioinformatics Institute (EMBL-EBI) now offers fully online NGS courses with remote computational infrastructure (1), while the H3ABioNet “Remote Classrooms–Africa” program successfully trained students across the continent using virtual machines and low-bandwidth connections (2).

2. Reproducibility and Uniform Learning Environments

Software incompatibilities and operating-system differences can cripple classroom courses. Remote setups standardize the environment for every learner, improving reproducibility and saving instructors from endless troubleshooting (3, 4).

3. Hands-On Learning at Scale

Effective NGS education requires running real commands, not watching slides. Interactive remote labs, shared datasets, and reproducible workflows now let students practice genuine analyses anywhere. The collaborative NGS WikiBook demonstrates this model by providing open, live protocols that evolve with community input (5).

4. Resilience in Crisis and Beyond

The COVID-19 pandemic exposed the fragility of traditional wet-lab teaching. Remote instruction kept bioinformatics training alive when laboratories shut down (6, 7). Because NGS is inherently computational, it proved one of the best-suited fields for this transition.

5. Lifelong and Hybrid Learning

Remote learning is now a foundation, not a fallback. Modular, asynchronous materials let professionals refresh skills while students learn at their own pace (4, 8). Hybrid models that combine local mentoring with online resources—such as Bioinformatics on the Road—extend opportunities to remote regions (9).

6. Challenges and Best Practices

Bandwidth limits, student isolation, and uneven hardware remain issues (3). Instructors must balance asynchronous flexibility with interactive engagement. Best practices include pre-course system checks, centralized computing, modular content, and frequent feedback (3, 4).

7. Conclusion

Remote NGS learning democratizes access, enforces reproducibility, and strengthens global scientific capacity. It isn’t a temporary pandemic fix—it’s the future framework of genomic education. When done well, it ensures that knowledge in sequencing analysis is not restricted by borders, hardware, or classroom walls.

References

1. European Bioinformatics Institute. Next Generation Sequencing Bioinformatics (Virtual Course) [Internet]. EMBL-EBI; 2024 [cited 2025 Oct 5]. Available from: https://www.ebi.ac.uk/training/events/next-generation-sequencing-bioinformatics-virtual-0
2. Wellcome Connecting Science. Next Generation Sequencing Bioinformatics (Remote Classrooms – Africa) [Internet]. 2021 [cited 2025 Oct 5]. Available from: https://coursesandconferences.wellcomeconnectingscience.org/event/next-generation-sequencing-bioinformatics-remote-classrooms-africa-20210413/
3. Arenas A. Teaching bioinformatics remotely: Practical recommendations for virtual classes and workshops. Biochem Mol Biol Educ. 2021;49(5):573-579. doi: 10.1002/bmb.21558.
4. Jalali S, et al. E-learning in postgraduate bioinformatics education: A review of strategies and outcomes. BMC Med Educ. 2022;22:863. PMID: 9710613.
5. Barthelson R, et al. The NGS WikiBook: A dynamic collaborative online resource for NGS methods. PLoS Comput Biol. 2013;9(9):e1003245. doi: 10.1371/journal.pcbi.1003245.
6. Lopes R, et al. Teaching laboratories in times of COVID-19: Strategies for practical and computational sciences. arXiv [Preprint]. 2020 Jul 2. arXiv:2007.01271.
7. Das A, et al. Remote teaching challenges and innovations during the COVID-19 pandemic. arXiv [Preprint]. 2021 Aug 5. arXiv:2108.02714.
8. Jalali S, et al. Building sustainable e-learning ecosystems for bioinformatics training. BMC Med Educ. 2022;22:863.
9. De Souza T, et al. Bioinformatics on the Road: A hybrid teaching approach for geographically isolated learners. Front Educ. 2021;6:726930. doi: 10.3389/feduc.2021.726930.