Stay calm and focus on the learning outcomes: Tools for taking biophysical chemistry online

Ballester, Maria; Hoozen, Brian Van; Sikora, Arthur

doi:10.1002/bmb.21421

Cited by 3 publications

(2 citation statements)

References 7 publications

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“…However, both of these accrediting bodies and those strongly against purely online chemistry laboratories had to pivot and accept online laboratory modalities during the COVID-19 pandemic. Several recent papers have described online biochemistry laboratory courses that were developed and deployed during COVID-19 shut downs, including virtual biochemistry laboratories, “choose your own adventure” online biochemistry laboratories, project-based biochemistry laboratories that could be completed outside of a traditional lab, and pivoting in-person biochemistry laboratories to online via the use of synchronous and asynchronous video modalities. − However, to the best of my knowledge, there have been no studies published comparing student learning outcomes in which the exact same biochemistry laboratory course was simultaneously completed by 2 self-selected cohorts of students, one cohort entirely online and the other entirely in-person, in which all students were taught by the same instructor for the laboratory course.…”

Section: Resultsmentioning

confidence: 99%

Comparing Learning Outcomes and Student and Instructor Perceptions of a Simultaneous Online versus In-Person Biochemistry Laboratory Course

Rowe

2024

J. Chem. Educ.

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This article compares the learning outcomes and student perceptions of a one semester undergraduate biochemistry laboratory course that was taught using either a fully online or a fully in-person teaching modality. The semester long biochemistry laboratory mimicked the work sequence a researcher would encounter when transforming a plasmid containing a gene for a recombinant protein (superfolder green fluorescent protein, sf-GFP) and then purifying, identifying, and characterizing that protein. The two modalities of the course were completed in the same semester, by the same instructor, in which students self-selected into which modality they preferred at the beginning of the semester. Students in the in-person section reported enjoying the laboratory course more than the online cohort of students and found it to be less time-consuming. Additionally, a survey of biochemistry laboratory instructors from across the United States, who had experience teaching both online and in-person biochemistry laboratories, indicated that the majority of instructors that responded to the survey preferred the in-person modality: believing them to be more effective and engaging for the students, more enjoyable, and less time-consuming for the instructor. Statistical analysis of formative and summative assessments indicated no significant difference in non-hands-on student learning objective and learning goal scores between the two groups, but the small number of students and instructors in this study limits the generalizability of these results.

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Section: Resultsmentioning

confidence: 99%

Comparing Learning Outcomes and Student and Instructor Perceptions of a Simultaneous Online versus In-Person Biochemistry Laboratory Course

Rowe

2024

J. Chem. Educ.

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“…Sometimes, even teachers are not properly trained. These challenges need to be addressed by providing proper training for the educators and funding the colleges/universities to build well-equipped laboratories. ,, In the past few years, the education sector has been shifting toward online teaching and learning. − The growing trend of online learning, even though useful, poses different kinds of challenges. Some practical issues can hinder online learning, and India, still a developing country, faces these problems even more than some advanced countries.…”

Section: Introductionmentioning

confidence: 99%

Chemical Education and Research in India: Challenges, Perspectives, and Future Opportunities in Line with the National Education Policy 2020

Senapati¹,

Nagaraja²,

Row

2022

J. Chem. Educ.

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Demographically India is in a very unique position compared to many other countries in the world. At present, the under-25 population in India is more than 50% of India’s total population, and it is predicted that it would comprise ∼25% of the world population within the next decade. This “demographic dividend” provides India with a solid platform to explore different possibilities in the field of education and research, especially after the approval of the new National Education Policy (NEP) in 2020. NEP 2020 proposed drastic changes for both the school and higher education systemsincluding a brand new academic structure 5 + 3 + 3 + 4, increased focus on experiential learning and higher-order thinking skills, innovative and technique-based pedagogy, new evaluation techniques, teacher training, and online learning. In light of these proposed changes in the educational system, we have discussed a brief history of chemistry education and research in India and its present scenario. We have examined the growing trend of the increasing number of students pursuing science, particularly in chemistry (PhDs in chemistry accounting for almost 20% of PhDs in science in India). We also debated the quality and impact of research publications from India. Finally, we scrutinized the challenges faced by chemistry education in India and explored different opportunities based on the new NEP to unleash the full potential of chemistry education and research in India.

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Re-Imagining Science Laboratory Learning for the New Normal in a Post-Pandemic World

Mawn

Herzog

2022

Designing Effective Distance and Blended Learning Environments in K-12

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With the onset of the global pandemic in 2020, the education community was forced to shift from “teaching as usual” to “emergency remote instruction” (ERI). Faculty at all levels were required to quickly adapt to new teaching and learning methods that allowed students to meet course goals and demonstrate learning gains with minimal disruption. This rapid shift was seamless for some, uncomfortable for many, and groundbreaking for all. For science educators who use laboratories and hands-on approaches to engage students, it can be daunting to re-imagine ways to design such experiences. What educators learned along the way, however, is that many of the novel techniques developed to engage science students during ERI will continue to be valuable as face-to-face instruction resumes. This chapter examines lessons learned during these unprecedented times and identifies effective innovations and equitable approaches that can be integrated into post-pandemic classrooms of all modalities. This will ensure that education in the new normal will be flexible, equitable, and effective.

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Stay calm and focus on the learning outcomes: Tools for taking biophysical chemistry online

Cited by 3 publications

References 7 publications

Comparing Learning Outcomes and Student and Instructor Perceptions of a Simultaneous Online versus In-Person Biochemistry Laboratory Course

Comparing Learning Outcomes and Student and Instructor Perceptions of a Simultaneous Online versus In-Person Biochemistry Laboratory Course

Chemical Education and Research in India: Challenges, Perspectives, and Future Opportunities in Line with the National Education Policy 2020

Re-Imagining Science Laboratory Learning for the New Normal in a Post-Pandemic World

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