Comparison of Student Outcomes in a Course-Based Undergraduate Research Experience: Face-to-Face, Hybrid, and Online Delivery of a Biology Laboratory

Autor/inn/en	DeChenne-Peters, Sue Ellen; Sargent, Elizabeth; Mateer, Scott C.; Machingura, Marylou; Zettler, Jennifer; Ness, Traci; DeMars, Geneva; Cannon, Sherri; Broftt Bailey, Jennifer
Titel	Comparison of Student Outcomes in a Course-Based Undergraduate Research Experience: Face-to-Face, Hybrid, and Online Delivery of a Biology Laboratory
Quelle	In: International Journal for the Scholarship of Teaching and Learning, 16 (2022) 1, Artikel 5 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-4744
Schlagwörter	Undergraduate Students; Student Research; Conventional Instruction; Blended Learning; Online Courses; Educational Technology; Biology; Science Laboratories; Instructional Effectiveness; Student Attitudes; College Students; Racial Differences; Ethnicity; COVID-19; Pandemics; Minority Group Students; Georgia + Suchen Sie Ihr Suchwort? Studentenforschung; Online course; Online-Kurs; Unterrichtsmedien; Biologie; Unterrichtserfolg; Schülerverhalten; Collegestudent; Rassenunterschied; Ethnizität
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. (As Provided).
Anmerkungen	Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: sotlij@georgiasouthern.edu; Web site: http://digitalcommons.georgiasouthern.edu/ij-sotl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01