Synchronous Online-Delivery: A Novel Approach to Online Lab Instruction

Jones, Elizabeth V.; Shepler, Carrie G.; Evans, Michael J.

doi:10.1021/acs.jchemed.0c01365

Cited by 23 publications

(39 citation statements)

References 27 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Recognize that less experienced students likely suffered the most in terms of affective learning in particular. 120 Acknowledge those positive or useful experiences that students did receive during ERL, and encourage students to build on those beneficial experiences. …”

Section: Discussionmentioning

confidence: 99%

“…Recognize that less experienced students likely suffered the most in terms of affective learning in particular. 120 …”

Section: Discussionmentioning

confidence: 99%

“… 72 Similarly, a summer general chemistry course at Georgia Institute of Technology (Atlanta, GA) described students self-reporting (80% response rate) that the synchronous lab sessions with simulations, which featured live work with peers and TA facilitation, were more helpful than asynchronous sessions or non-TA sessions would have been. 120 …”

Section: Student Outcomesmentioning

confidence: 99%

“… 76 Additionally, in terms of affective learning, incoming first-year students in a summer general chemistry course at Georgia Institute of Technology (Atlanta, GA) gave much lower affective scores on a modified version of the Meaningful Laboratory Learning Instrument (MLLI) than returning students. 120 When considering the importance of prior knowledge, the lack of hands-on learning during COVID-19 (especially for inexperienced novice students) may hinder their performance in future courses and workplaces.…”

Section: Considering the Role Of Prior F2f Laboratoriesmentioning

confidence: 99%

See 3 more Smart Citations

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

Kelley

2021

J. Chem. Educ.

View full text Add to dashboard Cite

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.

show abstract

Section: Discussionmentioning

confidence: 99%

“…Recognize that less experienced students likely suffered the most in terms of affective learning in particular. 120 …”

Section: Discussionmentioning

confidence: 99%

Section: Student Outcomesmentioning

confidence: 99%

Section: Considering the Role Of Prior F2f Laboratoriesmentioning

confidence: 99%

See 2 more Smart Citations

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

Kelley

2021

J. Chem. Educ.

View full text Add to dashboard Cite

show abstract

“…Many universities restricted in-person classes and shifted towards online delivery. As a part of this response, many higher educational institutions adopted the use of video-based conferencing platforms, (such as Zoom Cloud Meetings, Cisco Webex, Microsoft Teams) and learning management systems (LMS) (such as Canvas, Blackboard, Learn and Google Classroom) as part of their online learning environments [1][2] [3]. The University of British Columbia embraced the changing digital landscape and adopted the use of Canvas Collaborate Ultra and Zoom Cloud Meetings to conduct many of its classes online during this strategic shift.…”

Section: Introductionmentioning

confidence: 99%

Effective Virtual Teaching through the Interactive and Inexpensive Teaching Laboratory Data Management (TLDM) System

Subedi

McClement

Kannangara

2021

PCEEA

View full text Add to dashboard Cite

The COVID-19 pandemic has shifted a significant number of on-campus and in-person activitiesto an online, virtual setting. This has caused difficulty in achieving the same learning outcomes in the absence of in-person interaction, particularly for lab courses. In 2014, the Chemical and Biological Engineering department at The University of British Columbia developed and implemented a Teaching Laboratory Data Management (TLDM) system to improve the delivery andeffectiveness of lab-based courses. The TLDM system guides students through experimental calculations and automates a significant amount of grading for instructors. The TLDM system aided the department to better adapt to online lab courses and was integral to the virtual instruction of lab courses during the COVID-19 pandemic. Through conducting surveys and group feedback sessions with students, teaching assistants (TAs) and instructors, we found that the TLDM systemhas been well received by all three groups of stakeholders for use in online lab courses, and provides several key benefits. Namely, it helps students understand the calculations involved in experiments and provides an effective substitute for in-person lab activities, while reducing workload for TAs and instructors. The TLDM system can potentially be a great tool to complementonline courses around the world in an inexpensive way.

show abstract

Redesigning a course based undergraduate research experience for online delivery

Witucki,

Rudge,

Pleasants

et al. 2023

Biochem Molecular Bio Educ

View full text Add to dashboard Cite

The COVID‐19 pandemic forced educators to teach in an online environment. This was particularly challenging for those teaching courses that are intended to support bench science research. This practitioner article tells the story of how an instructor transformed their Course‐based Undergraduate Research Experience (CURE) using the Backwards Design Method into a synchronous online course. Research objectives in this transformed course included: conducting a literature review, identifying research questions and hypotheses based on literature, and developing practical and appropriate research methodologies to test these hypotheses. We provide details on how assignments were created to walk students through the process of research study design and conclude with recommendations for the implementation of an online CURE. Recommendations made by the instructor include scaffolding the design, building opportunities for collaboration, and allowing students to fail in order to teach the value of iteration. The Backwards Design framework naturally lends itself to a scaffolded instructional approach. By identifying the learning objectives and final assessment, the learning activities can be designed to help students overcome difficult concepts by filling in the gaps with purposeful instruction and collaborative opportunities. This present course also practiced iteration through the extensive feedback offered by the instructor and opportunities for students to revise their work as their understanding deepened. Anecdotally, based on end of course reviews, students overall had a positive experience with this course. Future work will examine the efficacy of student learning in this online environment and is forthcoming.

show abstract

Synchronous Online-Delivery: A Novel Approach to Online Lab Instruction

Cited by 23 publications

References 27 publications

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

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

Effective Virtual Teaching through the Interactive and Inexpensive Teaching Laboratory Data Management (TLDM) System

Redesigning a course based undergraduate research experience for online delivery

Contact Info

Product

Resources

About