Transitioning an Upper-Level, Integrated Laboratory Course to Remote and Online Instruction During the COVID-19 Pandemic

Villanueva, Omar Everleny Pérez; Zimmermann, Kathryn

doi:10.1021/acs.jchemed.0c00740

Cited by 20 publications

(24 citation statements)

References 42 publications

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“…Considering that Telelab is still undergoing early stages of development, as a first step, we would like to study how innovative technology could facilitate inquiry-based instruction in distance learning. In other words, research as to how teleinquiry can improve students' engagement in the remote labs and how their behaviour impacts the acquisition of science concepts and practices are needed (Childers & Jones, 2015;Lowe et al, 2013;Post et al, 2019;Villanueva & Zimmermann, 2020). This demand becomes more pressing as distance education grows, especially when schools are shut down due to disasters.…”

Section: Engagement In Inquiry-based Laboratorymentioning

confidence: 99%

Enhancing distance learning of science—Impacts of remote labs 2.0 on students' behavioural and cognitive engagement

Sung

Huang

et al. 2021

Computer Assisted Learning

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Background: With the increasing popularity of distance education, how to engage students in online inquiry-based laboratories remains challenging for science teachers. Current remote labs mostly adopt a centralized model with limited flexibility left for teachers' just-in-time instruction based on students' real-time science practices.Objectives: The goal of this research is to investigate the impact of a non-centralized remote lab on students' cognitive and behavioural engagement.Methods: A mixed-methods design was adopted. Participants were the high school students enrolled in two virtual chemistry classes. Remote labs 2.0, branded as Telelab, supports a non-centralized model of remote inquiry that can enact more interactive hands-on labs anywhere, anytime. Teleinquiry Instructional Model was used to guide the curriculum design. Students' clickstreams logs and instruction timestamps were analysed and visualized. Multiple regression analysis was used to determine whether engagement levels influence their conceptual learning. Behavioural engagement patterns were corroborated with survey responses. Results and Conclusions:We found approximate synchronizations between student-teacher-lab interactions in the heatmap. The guided inquiry enabled by Telelab facilitates real-time communications between instructors and students. Students' conceptual learning is found to be impacted by varying engagement levels.Students' behavioural engagement patterns can be visualized and fed to instructors to inform learning progress and enact just-in-time instruction.Implications: Telelab offers a model of remote labs 2.0 that can be easily customized to live stream hands-on teleinquiry. It enhances engagement and gives participants a sense of telepresence. Providing a customizable teleinquiry curriculum for practitioners may better prepare them to teach inquiry-based laboratories online.

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Section: Engagement In Inquiry-based Laboratorymentioning

confidence: 99%

Enhancing distance learning of science—Impacts of remote labs 2.0 on students' behavioural and cognitive engagement

Sung

Huang

et al. 2021

Computer Assisted Learning

View full text Add to dashboard Cite

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“…Several recent publications highlight creative solutions to teaching laboratories, including course-based undergraduate research experiences (CUREs), during pandemic-related remote teaching (6,7). Solutions implemented in project labs and CUREs included pivoting to data and statistical analysis, modeling and simulations, experimental design and troubleshooting, and literature searching (8)(9)(10)(11)(12)(13)(14). Although there is no virtual substitute for learning hands-on laboratory skills, research skills and practices can be taught without access to ''wet'' laboratories.…”

Section: Undergraduate Research: the Transition To Pandemic Conditionsmentioning

confidence: 99%

Adapting Undergraduate Research to Remote Work to Increase Engagement

et al. 2021

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Demand for undergraduate research experiences typically outstrips the available laboratory positions, which could have been exacerbated during the remote work conditions imposed by the SARS-CoV-2/COVID-19 pandemic. This report presents a collection of examples of how undergraduates have been engaged in research under pandemic work restrictions. Examples include a range of projects related to fluid dynamics, cancer biology, nanomedicine, circadian clocks, metabolic disease, catalysis, and environmental

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“…To comply with these social distancing measures, the delivery of in-person teaching models at universities, including laboratories, was forced to shift to remote, or virtual, alternatives. Laboratories, a critical component of undergraduate science education (3,4), have thus been severely impacted by the COVID-induced restrictions (5,6). For the physiology discipline, traditional, in-person laboratories play a central role to support students' understanding of physiology concepts and the development of research and technical skills (7)(8)(9).…”

Section: Introduction the Problem: A Forced Shift To Virtual Laboratoriesmentioning

confidence: 99%

Are virtual physiology laboratories effective for student learning? A systematic review

Zhang

AlMekhled

Choate

2021

Advances in Physiology Education

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It is unclear if the transition from traditional, in-person physiology laboratories to virtual alternatives has educational impacts on students. This study used a systematic review to critically evaluate research papers that investigated the effectiveness of virtual physiology laboratories for student learning. Eleven studies, retrieved from the Education Resources Information Center (ERIC) and Ovid MEDLINE databases, were selected for inclusion in this review, based on predetermined eligibility criteria. Subsequently, the studies went through a power analysis for potential biases before their results were synthesized and analyzed. This systematic review found that virtual physiology laboratories are effective for students’ learning of concepts. However, it was inconclusive as to whether virtual physiology laboratories are effective for students’ motivation for learning and learning of technical skills. It was found that blended models of virtual laboratories are at least as effective as in-person laboratories for conceptual learning. Overall, this systematic review provides useful insights for educators regarding the educational impacts of implementing virtual laboratories into the physiology curriculum and suggests research models for future evaluation of virtual laboratories.

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Transitioning an Upper-Level, Integrated Laboratory Course to Remote and Online Instruction During the COVID-19 Pandemic

Cited by 20 publications

References 42 publications

Enhancing distance learning of science—Impacts of remote labs 2.0 on students' behavioural and cognitive engagement

Enhancing distance learning of science—Impacts of remote labs 2.0 on students' behavioural and cognitive engagement

Adapting Undergraduate Research to Remote Work to Increase Engagement

Are virtual physiology laboratories effective for student learning? A systematic review

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