Online or Face-to-Face Microbiology Laboratory Sessions? First Year Higher Education Student Perspectives and Preferences

Abstract

Reducing the number of face-to-face laboratory sessions and supplementing with virtual/online alternatives are critical to managing the combined pressures of increasing first-year student numbers and decreasing university budgets. Most of the research studies about online practicals are hypothesis generating rather than hypothesis testing thus only providing initial support and direction for the generation of pedagogically sound online laboratory teaching. This pilot study investigated the effectiveness of using a combination of online and face-to-face practical sessions to enable students in a Microbiology unit, offered to students completing several health science courses, to connect discipline-specific theory and practical application. Quantitative and qualitative data were gathered using a paper-based questionnaire from 72 first-year students. Results showed that 65 percent of students preferred a combination of face-to-face and online sessions. Furthermore, determinants for engagement with online sessions varied with student gender.

Student perceptions of online and in-person microbiology laboratory experiences in undergraduate medical education

“…In our findings, it was not surprising that the online group reported access to and utilization of the lab content to be more convenient than the inperson group (Figure 2). This is in agreement with other studies' findings of student preference towards flexible schedules [2,5,24,25]. A possibility for the report of high convenience may be explained by the online students' week-long access to the lab content compared to the in-person students' limited exposure of only two pre-scheduled hours, which is in agreement with previous research [25].…”

“…This preference was likely due to longterm exposure to a single lab method. These results are in accordance with Salter and Gardner's findings that students appreciated the hands-on experience of in-person labs, but also valued the visuals unique to the online format [2]. The particularly high score of online students in favor of visual learning (77%) confirms previous findings regarding the pivotal role of visuals in microbiology labs [24].…”

“…In-person labs provide an opportunity for students to learn in a hands-on environment alongside peers and an instructor [1]. A study by Salter and Gardner found that students prefer to receive face-to-face feedback from instructors when compared to receiving feedback via email [2]. Students generate a sense of responsibility from directly handling and observing specimens [1,2], and student collaboration within the laboratory promotes an appreciation for the laboratory and fosters metacognition [1,3].…”

“…A study by Salter and Gardner found that students prefer to receive face-to-face feedback from instructors when compared to receiving feedback via email [2]. Students generate a sense of responsibility from directly handling and observing specimens [1,2], and student collaboration within the laboratory promotes an appreciation for the laboratory and fosters metacognition [1,3]. Increased interpersonal interactions with faculty and peers can also reportedly lead to increased intrinsic motivation and can foster additional learning experiences in the form of face-to-face feedback [4].…”

“…For instance, cohorts who have a positive opinion of online learning can make a positive impact on current and future students' perceptions of those resources [23]. Salter and Gardner's study evaluating undergraduate perspectives reached the conclusion that students prefer only some elements from the two lab formats; utilizing online learning as a preparation tool for other learning activities may improve students' perceptions of learning [2]. Demographic characteristics (i.e., gender, age) are another factor that may influence student perceptions of learning methods [1,5].…”