Titrating Teaching: An Interdisciplinary Case Study of Online and Face-to-Face Undergraduate Biochemistry Instruction^†

Abstract

Although many science education researchers have investigated developing science education at the K–12 levels to meet the needs of underrepresented students in science, far fewer have considered how shifts to online instruction in undergraduate science courses might provide insights into better supporting the achievement of students from diverse backgrounds at the university level. This case study aims to fill this gap by engaging in a reflective interdisciplinary “deep dive” into the instruction of one biochemistry professor at a designated Hispanic-Serving Institution, across two distinct modalities: face-to-face and online.

The effect of pre-class quizzes assisted flipped classroom learning on student learning outcomes in the biochemistry course of fatty acid metabolism

“…This can be seen from the learning results of several students with high and low learning outcomes. This shows that many lecturers still face several students who experience learning difficulties [6][7][8].…”

Traditional, Mixed-Mode, and Online Instruction for Microbial Metabolism Before and During COVID-19

“…Despite these negatives, however, there have been multiple successes with instruction for biochemistry and metabolism courses switching to online formats (Kapil et al, 2021;Contreras-Rodríguez et al, 2020). With effective preparation and successful activities to apply biochemistry course content, there is research showing that students can perform just as well online as face-to-face instruction (Keppetipola & Patchen, 2021). Even the laboratory content of biochemistry was shown to effectively be performed in online formats without having students experience gaps in knowledge (Costabile, 2020;Zewail-Foote, 2020).…”