标题：Comparison of Student Outcomes in a Course-based Undergraduate Research Experience: Face-to-Face, Hybrid, and Online Delivery of a Biology Laboratory
期刊名称：International Journal for the Scholarship of Teaching & Learning
印刷版ISSN：1931-4744
出版年度：2022
卷号：16
期号：1
DOI：10.20429/ijsotl.2022.160105
语种：English
出版社：Georgia Southern University
摘要：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.
