Comparison of Student Outcomes in a Course-Based Undergraduate Research Experience: Face-to-Face, Hybrid, and Online Delivery of a Biology Laboratory
International Journal for the Scholarship of Teaching and Learning
; 16(1), 2022.
Article
in English
| ProQuest Central | ID: covidwho-1980397
ABSTRACT
Course-based undergraduate research experiences (CUREs) incorporate authentic research instead of confirmatory exercises into laboratory courses. Following the COVID-19 pandemic, there has been a general shift in instructional modalities from face-to-face (F2F) towards hybrid and online teaching. Student impacts caused by the abrupt shift to online teaching have been characterized, but comparisons between modalities for CUREs are missing. Therefore, we evaluated student learning and attitudinal outcomes in F2F, hybrid, and online delivery of an introductory college biology CURE. Additionally, we compared student outcomes between White/Asian students and persons excluded due to ethnicity or race (PEER) in these modalities. There were significant learning differences between modalities, but there were no significant learning differences by PEER status. Of six attitudinal variables, one varied significantly by modality and three varied significantly for PEER students. These results suggest that CUREs can be adapted to the online or hybrid modality with minimal impacts on student outcomes.
ERIC, Current Index to Journals in Education (CIJE); Higher Education; Postsecondary Education; Student Research; Pandemics; Online Courses; Student Attitudes; Racial Differences; Biology; Blended Learning; Conventional Instruction; COVID-19; Ethnicity; Instructional Effectiveness; College Students; Undergraduate Students; Educational Technology; Minority Group Students; Georgia; Science Laboratories
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Collection:
Databases of international organizations
Database:
ProQuest Central
Type of study:
Experimental Studies
/
Prognostic study
/
Qualitative research
Language:
English
Journal:
International Journal for the Scholarship of Teaching and Learning
Year:
2022
Document Type:
Article
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