Using Virtual Simulations in Online Laboratory Instruction and Active Learning Exercises as a Response to Instructional Challenges during COVID-19.
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ABSTRACT:
SUBMITTER: Alvarez KS
PROVIDER: S-EPMC8046659 | biostudies-literature |
REPOSITORIES: biostudies-literature
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Project description:ObjectiveTo investigate if a virtual laboratory simulation (vLAB) could be used to replace a face to face tutorial (demonstration) to prepare students for a laboratory exercise in microbiology.MethodsA total of 189 students who were participating in an undergraduate biology course were randomly selected into a vLAB or demonstration condition. In the vLAB condition students could use a vLAB at home to 'practice' streaking out bacteria on agar plates in a virtual environment. In the demonstration condition students were given a live demonstration from a lab tutor showing them how to streak out bacteria on agar plates. All students were blindly assessed on their ability to perform the streaking technique in the physical lab, and were administered a pre and post-test to determine their knowledge of microbiology, intrinsic motivation to study microbiology, and self-efficacy in the field of microbiology prior to, and after the experiment.ResultsThe results showed that there were no significant differences between the two groups on their lab scores, and both groups had similar increases in knowledge of microbiology, intrinsic motivation to study microbiology, as well as self-efficacy in the field of microbiology.ConclusionOur data show that vLABs function just as well as face to face tutorials in preparing students for a physical lab activity in microbiology. The results imply that vLABs could be used instead of face to face tutorials, and a combination of virtual and physical lab exercises could be the future of science education.
| S-EPMC4890735 | biostudies-literature
Project description:The rapid shift to online teaching in spring 2020 meant most of us were teaching in panic mode. As we move forward with course planning for fall and beyond, we can invest more time and energy into improving the online experience for our students. We advocate that instructors use inclusive teaching practices, specifically through active learning, in their online classes. Incorporating pedagogical practices that work to maximize active and inclusive teaching concepts will be beneficial for all students, and especially those from minoritized or underserved groups. Like many STEM fields, Ecology and Evolution shows achievement gaps and faces a leaky pipeline issue for students from groups traditionally underserved in science. Making online classes both active and inclusive will aid student learning and will also help students feel more connected to their learning, their peers, and their campus. This approach will likely help with performance, retention, and persistence of students. In this paper, we offer broadly applicable strategies and techniques that weave together active and inclusive teaching practices. We challenge instructors to commit to making small changes as a first step to more inclusive teaching in ecology and evolutionary biology courses.
| S-EPMC7679552 | biostudies-literature
Project description:Studies have demonstrated students' resistance to active learning, despite evidence illustrating that their learning is improved relative to students in lectures. Specifically, while active learning and group work are effective at engaging students in their learning process, studies report that students' perceptions of active learning approaches are not always positive. What remains underexplored is whether students' perceptions of active learning improve with effective instructor facilitation and whether there exists differential perceptions between racially minoritized students and represented students. Here, we estimate students' perceptions of effective instructor facilitation as the mediator in the relationship between active learning and perceptions of learning and perceived utility for class activities (task value). Then, we examine differences by racial identification. We collected classroom observation data to empirically categorize courses as active learning or lecture-based and surveyed 4,257 college students across 25 STEM classrooms at a research-intensive university. We first examined the relationship between active learning on student perceptions and found a negative relationship between active learning and perceptions of learning and task value for both racially minoritized students and represented students. Next, we assessed whether students' perceptions of instructor effectiveness in facilitating group activities mediate these negative relationships. We found that, on average, students of all races were more likely to positively perceive instructor facilitation in active learning classes relative to lectures. In turn, the positive perceptions of instructor facilitation partially suppressed the negative relationship between active learning and perceptions of learning and task value. These results demonstrate that effective instructor facilitation can influence both students' self-assessment of learning and perceived utility of the learning activities, and underscores the importance of developing pedagogical competence among college instructors.
| S-EPMC8699631 | biostudies-literature
Project description:With the recent rise of alternative instructional methodologies such as flipped classrooms and active learning, many core concepts are being introduced outside of the classroom prior to scheduled class meeting times. One popular means for external concept introduction in many undergraduate biology courses is the use of stand-alone online learning modules. Using a group of four large introductory biology course sections, we investigate the use of a stand-alone online learning module developed using animations from Virtual Cell Animation Collection as a resource for the introduction of cellular respiration concepts outside of the classroom. Results from four sections of introductory biology (n = 629) randomized to treatments show that students who interacted with the stand-alone online learning module had significantly higher normalized gain scores on a cellular respiration assessment than students who only attended a traditional lecture as a means of concept introduction (p < 0.001, d = 0.59). These findings suggest a superior ability to convey certain introductory cellular respiration topics in a stand-alone manner outside of the classroom than in a more traditional lecture-based classroom setting.
| S-EPMC6022776 | biostudies-literature
Project description:Purpose Successful voice therapy requires the patient to learn new vocal behaviors, but little is currently known regarding how vocal motor skills are improved and retained. To quantitatively characterize the motor learning process in a clinically meaningful context, a virtual task was developed based on the Vocal Function Exercises. In the virtual task, subjects control a computational model of a ball floating on a column of airflow via modifications to mean airflow (L/s) and intensity (dB-C) to keep the ball within a target range representing a normative ratio (dB × s/L). Method One vocally healthy female and one female with nonphonotraumatic vocal hyperfunction practiced the task for 11 days and completed retention testing 1 and 6 months later. The mapping between the two execution variables (airflow and intensity) and one error measure (proximity to the normative ratio) was evaluated by quantifying distributional variability (tolerance cost and noise cost) and temporal variability (scaling index of detrended fluctuation analysis). Results Both subjects reduced their error over practice and retained their performance 6 months later. Tolerance cost and noise cost were positively correlated with decreases in error during early practice and late practice, respectively. After extended practice, temporal variability was modulated to align with the task's solution manifold. Conclusions These case studies illustrated, in a healthy control and a patient with nonphonotraumatic vocal hyperfunction, that the virtual floating ball task produces quantitative measures characterizing the learning process. Future work will further investigate the task's potential to enhance clinical assessment and treatments involving voice control. Supplemental Material https://doi.org/10.23641/asha.13322891.
| S-EPMC8608156 | biostudies-literature
Project description:Course-based undergraduate research experiences (CUREs) provide students with ample opportunity to engage in the scientific process and are increasingly replacing more traditional cookbook-style laboratory exercises in the undergraduate biology curriculum. The COVID-19 pandemic has highlighted the difficulty of implementing these projects during times of crisis. The quick transition to online learning during the pandemic afforded us a unique opportunity to develop an alternative version of our CURE for the online environment and to compare the efficacy of our CURE on learning gains in online versus in-person learning situations. Compared with a previous semester, our data suggest no significant differences in learning gains between students who participated in a hands-on CURE and an online CURE. Taken together the data suggests an avenue for CURE implementation even while teaching in online or hybrid formats. We discuss strategies that made the CURE successful in the online format and offer suggestions for how to adapt such activities for online or hybrid courses.
| S-EPMC8060132 | biostudies-literature
Project description:By early spring 2020, the COVID-19 pandemic caused mandatory campus closures of academic institutions nationwide, prompting the rapid transition to online instruction. While lectures and exams were more straightforwardly administered online using video-chatting software, many hands-on laboratory-based courses were forced to develop creative solutions. In response to online instructional requirements, instructors at the University of California Irvine developed an online electroencephalography (EEG) laboratory to simulate the laboratory experiment for students unable to perform the experiment on campus. The laboratory experiment was performed and video recorded by the instructional team under three different scenarios to provide students with multiple data sets acquired under various experimental conditions often enacted by students. Students were required to complete a pre-lab quiz, analyze the acquired EEG data offline, complete a post-lab quiz, and submit their laboratory report to communicate their findings prior to final exams. Student performances compared to prior student performances, and qualitative survey responses, were examined to assess the effectiveness of and response to the online laboratory format. Based on student feedback and lab report grades, the majority of students responded positively and demonstrated an understanding of the EEG experiment’s learning outcomes. In summary, the online EEG laboratory enabled students to achieve the main learning objectives and become familiar with the laboratory experiment, indicating its success as an alternative laboratory experiment. Electronic supplementary material The online version of this article (10.1007/s43683-020-00034-9) contains supplementary material, which is available to authorized users.
| S-EPMC7567418 | biostudies-literature
Project description:By early spring 2020, the COVID-19 pandemic caused mandatory campus closures of academic institutions nationwide, prompting the rapid transition to online instruction. While lectures and exams were more straightforwardly administered online using video-chatting software, many hands-on laboratory-based courses were forced to develop creative solutions. In response to online instructional requirements, instructors at the University of California Irvine developed an online electroencephalography (EEG) laboratory to simulate the laboratory experiment for students unable to perform the experiment on campus. The laboratory experiment was performed and video recorded by the instructional team under three different scenarios to provide students with multiple data sets acquired under various experimental conditions often enacted by students. Students were required to complete a pre-lab quiz, analyze the acquired EEG data offline, complete a post-lab quiz, and submit their laboratory report to communicate their findings prior to final exams. Student performances compared to prior student performances, and qualitative survey responses, were examined to assess the effectiveness of and response to the online laboratory format. Based on student feedback and lab report grades, the majority of students responded positively and demonstrated an understanding of the EEG experiment's learning outcomes. In summary, the online EEG laboratory enabled students to achieve the main learning objectives and become familiar with the laboratory experiment, indicating its success as an alternative laboratory experiment.
| S-EPMC7567418 | biostudies-literature
Project description:Active-learning strategies can improve science, technology, engineering, and mathematics (STEM) undergraduates' abilities to learn fundamental concepts and skills. However, the results instructors achieve vary substantially. One explanation for this is that instructors commonly implement active learning differently than intended. An important factor affecting how instructors implement active learning is knowledge of teaching and learning. We aimed to discover knowledge that is important to effective active learning in large undergraduate courses. We developed a lesson-analysis instrument to elicit teacher knowledge, drawing on the theoretical construct of teacher noticing. We compared the knowledge used by expert (n = 14) and novice (n = 29) active-learning instructors as they analyzed lessons. Experts and novices differed in what they noticed, with experts more commonly considering how instructors hold students accountable, topic-specific student difficulties, whether the instructor elicited and responded to student thinking, and opportunities students had to generate their own ideas and work. Experts were also better able to support their lesson analyses with reasoning. This work provides foundational knowledge for the future design of preparation and support for instructors adopting active learning. Improving teacher knowledge will improve the implementation of active learning, which will be necessary to widely realize the potential benefits of active learning in undergraduate STEM.
| S-EPMC6007764 | biostudies-literature
Project description:This study investigated the effect of motor learning with informational feedback into response to anaerobic exercises with and without motor learning tasks in handball physical education university students. Participants were randomly divided into two groups: experimental group (EG, n = 10) and control group (CG, n = 10). Measurements of T-half test, 15-m and 30-m sprints, and ZIG-ZAG test were assessed in both groups before (T1), between (T2) a 4-week intervention program, and after (T3) an 8-week intervention program, which included agility and speed teaching with (EG) or without (CG) informational feedback (i.e., verbal instruction). The test-retest reliability for all tests was excellent, and the ICC ranged from 0.76 (ZIG-ZAG test) to 0.99 (Agility T test). The interday measurement error was clearly below 1% in all tests (CV range: 0.2-0.8). Time effects for the Agility T test (p = 0.012, ?p2 = 0.245) and the 15-m sprint (p = 0.035, ?p2 = 0.190) were found. For the Agility T test, a total interaction effect (p = 0.001, ?p2 = 0.380) and a partial interaction effect were calculated between T2 and T3 (p < 0.001, ?p2 = 0.603). A large effect size (d = 0.87) was observed in the EG from T2 to T3. The second relevant (d ? 0.5) effect size was calculated for the parameter sprint 30 m. The CG showed a significant sprint performance reduction from T2 to T3 (d = -0.60; parameter: sprint 30 m). All other effect sizes were less than 0.44. The ZIG-ZAG test revealed the largest main and partial effect sizes for all parameters. The EG showed the largest improvement (d = 2.00) between T2 and T3. The results demonstrate that motor learning with informational feedback improves performances of Agility T test, sprint, and ZIG-ZAG performance. It appears that a well-formulated verbal instruction may induce performance enhancement in young trainees in educational environment.
| S-EPMC6798030 | biostudies-literature