The emergence of remote laboratory courses in an emergency situation: University instructors' agency during the COVID-19 pandemic.

This study examines and describes how various online remote laboratory courses, necessitated by the COVID-19 pandemic, were implemented at Hankuk University in Korea in 2020. We compared four general undergraduate laboratory courses, one each for physics, chemistry, biology, and earth science, and two major-level laboratory courses taught during the spring and fall of 2020. Employing a sociocultural perspective, we examined how the changes in structures at the macro-, meso-, and micro-levels shaped the responses of educational authorities and impacted the agency of university instructors. Instructors implemented various remote laboratory courses in each content area dependent upon availability and access to material resources, including access to video of laboratory activities, and also based on the nature of experimental data associated with each content area. Drawing from survey responses and in-depth interviews with instructors and students, we share findings about how instructor practices impacted the interactions of students, the processes for evaluation, and student learning. We discuss how the global pandemic has re-ignited the debate about the role and value of experimental laboratory activities for undergraduate science majors and about the significance of hands-on versus minds-on science learning. Implications for how universities approach laboratory coursework in the post-COVID-19 are discussed, and questions for university science instruction are raised for future research.

University students' perceptions of remote laboratory courses necessitated by COVID-19: differences in emergent teaching strategies at a Korean university

In 2020, the COVID-19 pandemic swept the globe and caused formal educational sites to shift from in-person instruction to remote learning. University laboratory courses that were previously hands-on were also transformed into remote courses. This study investigates how university students perceived their experiences of remote laboratory courses across various disciplines. This study was conducted at a large public university in the Republic of Korea that offers a variety of laboratory courses. Adopting a mixed-methods approach, we collected online survey responses from 338 students and conducted in-depth interviews with 18 students. The analysis of variance (ANOVA) and Bonferroni post hoc tests of survey responses found that students' perceptions of their remote laboratory courses differed significantly (p < .05) by discipline (physics, chemistry, biology, earth sciences, etc.). Student interviews revealed that these differences in perceptions were attributable to the different emergent teaching strategies used in each course. Based on these findings, for remote laboratory courses in the post-COVID-19 era, we suggest that course instructors clearly set learning objectives, carefully design videos of experiments, offer collaborative and synchronous online sessions, provide guidance and feedback on lab report writing, and introduce supportive assessments.