Literaturnachweis - Detailanzeige
| Autor/in | Hartert, Keenan T. |
|---|---|
| Titel | Combating the Negative Exam Score Impact of Online Human Physiology Laboratories via Cognitive and Structural Strategies: A Preliminary Analysis |
| Quelle | In: Bioscene: Journal of College Biology Teaching, 47 (2021) 2, S.25-35 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext kostenfreie Datei |
| Zusatzinformation | ORCID (Hartert, Keenan T.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1539-2422 |
| Schlagwörter | Scores; Academic Failure; Physiology; Online Courses; Science Activities; Cognitive Processes; College Students; Student Attitudes; COVID-19; Pandemics; Blended Learning; Instructional Effectiveness; Minnesota |
| Abstract | The COVID-19 pandemic forced higher education to develop new strategies to meet the needs of students. One of the most critical issues was delivering an online experience in undergraduate Biology laboratories aimed at meeting hands-on outcomes, specifically within the health sciences. Hybrid lab group models in which students rotated between in-person and online attendance represented one such option. A student population of 71 at Minnesota State University, Mankato was studied to observe the effects on student exam scores. Negative student perceptions were made clear in course feedback surveys, and students that attended 2+ labs via Zoom preceding an exam were associated with a lower Exam I score compared to peers that only attended 0-1 labs via Zoom. Three class strategies were introduced before Exam II, meant to improve online learning. The Exam II scores saw no overall significant difference between groups, with Multi-Zoom students closing the gap from Exam I. Importantly, Multi-Zoom students that utilized the class strategies significantly outperformed Multi-Zoom students that that did not use them. Although any classroom results represent a mix of variables, the risks of online labs intended to assess hands-on and data interpretation outcomes of Human Physiology can be detrimental when targeted strategies are absent. (As Provided). |
| Anmerkungen | Association of College and Biology Educators. Web site: http://acube.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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