Adapting a Biochemistry Lab Course for Distance-Learning during the COVID-19 Pandemic

Scruggs, Allan W.; Leamy, Kathleen A.; Cravens, Shannen L.; Siegel, Sarah J.

doi:10.1021/acs.jchemed.0c00699

Cited by 22 publications

(28 citation statements)

References 10 publications

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“…Some studies also coined terms such as emergency remote online learning (e.g. Jeffery & Bauer, 2020 ), digital higher education (Littlejohn, 2020 ), home learning (Schmölz, Geppert, & Barberi, 2020 ) or multimedia-based learning (Scruggs et al, 2020 ). Others referred directly to specific forms of online learning and teaching, mostly when using terms related to assessment; examples include e-assessment (Sharadgah & Sa’di, 2020 ) or remote E-exams (Elsalem et al, 2020 ).…”

Section: Resultsmentioning

confidence: 99%

Emergency remote teaching in higher education: mapping the first global online semester

Bond

Bedenlier

Marín

et al. 2021

Int J Educ Technol High Educ

202

137

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Due to the Covid-19 pandemic that spread globally in 2020, higher education courses were subsequently offered in fully remote, online formats. A plethora of primary studies began investigating a range of topics exploring teaching and learning in higher education, particularly during the initial semester. In order to provide an overview and initial understanding of this emerging research field, a systematic mapping review was conducted that collates and describes the characteristics of 282 primary empirical studies. Findings reveal that research was carried out mostly descriptively and cross-sectionally, focusing predominantly on undergraduate students and their perceptions of teaching and learning during the pandemic. Studies originate from a broad range of countries, are overwhelmingly published open access, and largely focused on the fields of Health & Welfare and Natural Sciences, Mathematics & Statistics. Educational technology used for emergency remote teaching are most often synchronous collaborative tools, used in combination with text-based tools. The findings are discussed against pre-pandemic research on educational technology use in higher education teaching and learning, and perspectives for further research are provided.

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Section: Resultsmentioning

confidence: 99%

Emergency remote teaching in higher education: mapping the first global online semester

Bond

Bedenlier

Marín

et al. 2021

Int J Educ Technol High Educ

202

137

View full text Add to dashboard Cite

show abstract

“…For example, biochemistry students at Gonzaga University (Spokane, WA) had already completed multiple f2f experiments and so were already exposed to most of the techniques and materials that they later encountered virtually during remote learning. 80 Responding students (90.7%) later reported on a survey (44% response rate) that it was easy to become comfortable with doing laboratories when f2f vs 16.3% who reported so for remote laboratories. Biochemistry CURE instructors at five American institutions also predicted that their students would have been less successful in the remote portion of the course if they had not had their earlier f2f experiences; this prediction is tentatively supported by a comparison to historical data, which showed student learning gains in knowledge–experience–confidence were lower than for previous students.…”

Section: Considering the Role Of Prior F2f Laboratoriesmentioning

confidence: 99%

LAB Theory, HLAB Pedagogy, and Review of Laboratory Learning in Chemistry during the COVID-19 Pandemic

Kelley

2021

J. Chem. Educ.

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The role and efficacy of the laboratory in chemical education have recently been a subject of renewed discussion as researchers are called upon to address the question of whether laboratory education lives up to expectations. The COVID-19 pandemic, which forced most of the global student population to temporarily adopt remote learning, offers an unparalleled case study to investigate types of outcomes resulting from a variety of adjustments made to laboratory education. This scoping review article focuses on the reports of laboratory learning in chemistry and closely related disciplines during COVID-19 to analyze the types of adjustments made to laboratory curricula and the immediate effect of these adjustments on students. The aggregated findings suggest that a lack of hands-on laboratory experience was detrimental to certain types of learning and engagement but that other types of learning were successfully achieved remotely. For researchers, departments, and university administrators, the differentiation in these findings could help inform the ongoing discussion about the future of laboratory education. For instructors and student support staff, the findings indicate potential areas of deficiency and strength for the COVID-19 student cohort going forward. Finally, a laboratory learning theory and pedagogy are proposed to guide the use of the laboratory in chemical education and potentially in other laboratory-based sciences as well.

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“…Some studies also coined terms such as emergency remote online learning (e.g. Jeffery & Bauer, 2020), digital higher education (Littlejohn, 2020), home learning (Schmölz, Geppert, & Barberi, 2020) or multimedia-based learning (Scruggs et al, 2020). Others referred directly to specific forms of online learning and teaching, mostly when using terms related to assessment; examples include e-assessment (Sharadgah & Sa'di, 2020) or remote E-exams (Elsalem et al, 2020).…”

Section: Terminology Used About Research On Teaching and Learning During The Pandemicmentioning

confidence: 99%

Emergency remote teaching in higher education: Mapping the first global online semester (Pre-print)

Bond¹,

Bedenlier²,

Marín³

et al. 2021

Preprint

View full text Add to dashboard Cite

Due to the Covid-19 pandemic that spread globally in 2020, higher education courses were subsequently offered in fully remote, online formats. A plethora of primary studies began investigating a range of topics exploring teaching and learning in higher education, particularly during the initial semester. In order to provide an overview and initial understanding of this emerging research field, a systematic mapping review was conducted that collates and describes the characteristics of 282 primary empirical studies. Findings reveal that research has been carried out mostly descriptively and cross-sectionally, focusing predominantly on undergraduate students and their perceptions of teaching and learning during the pandemic. Studies originate from a broad range of countries, are overwhelmingly published open access, and largely focused on the fields of Health & Welfare and Natural Sciences, Mathematics & Statistics. Educational technology used for emergency remote teaching are most often synchronous collaborative tools, used in combination with text-based tools. The findings are discussed against pre-pandemic research on educational technology use in higher education teaching and learning, and perspectives for further research are provided.

show abstract

Adapting a Biochemistry Lab Course for Distance-Learning during the COVID-19 Pandemic

Cited by 22 publications

References 10 publications

Emergency remote teaching in higher education: mapping the first global online semester

Emergency remote teaching in higher education: mapping the first global online semester

LAB Theory, HLAB Pedagogy, and Review of Laboratory Learning in Chemistry during the COVID-19 Pandemic

Emergency remote teaching in higher education: Mapping the first global online semester (Pre-print)

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