• Corpus ID: 220301550

Teaching labs during a pandemic: Lessons from Spring 2020 and an outlook for the future

@article{Fox2020TeachingLD,
  title={Teaching labs during a pandemic: Lessons from Spring 2020 and an outlook for the future},
  author={Michael F. J. Fox and Alexander J. Werth and Jessica R. Hoehn and Heather Lewandowski},
  journal={arXiv: Physics Education},
  year={2020}
}
We report results from a survey of lab instructors on how they adapted their courses in the transition to emergency remote teaching due to the COVID-19 pandemic. The purpose of this report is to share the experiences of instructors in order to prepare for future remote teaching of labs. We include summaries of responses to help illustrate the types of lab activities that were done, learning goals for the remote labs, motivations for instructors' choices, challenges instructors faced, and ways… 

Figures from this paper

Instructor perspectives on the emergency transition to remote instruction of physics labs

Laboratory courses are an important part of the undergraduate physics curriculum. During physics labs, students can engage in authentic, hands-on experimental practices, which can prepare them for

Rapid Transition to Remote Instruction of Physics Labs During Spring 2020: Instructor Perspectives (preprint)/ en

Laboratory courses are an important part of the undergraduate physics curriculum. During physics labs, students can engage in authentic, hands-on experimental practices, which can prepare them for

Converting a formerly in‐person biochemistry course based undergraduate research experience to online teaching during the COVID‐19 pandemic

The COVID‐19 pandemic had a significant impact on the delivery of undergraduate courses around the world, and this was no different for the Biochemistry Capstone course offered to Weill Cornell

A pandemic-resilient open-inquiry physical science lab course which leverages the Maker movement

Three components in the design of a physical science lab course were vital to the resilience of the course: the choice for fully open-inquiry projects, the decision to use Arduinos as measurement tools, and the flipped aspect of the instruction methods.

Taking practical learning in STEM education home: Examples from do‐it‐yourself experiments in plant biology

It is highlighted how at‐home do‐it‐yourself (DIY) experiments can be a good way to include physical interaction with your study organism, system, or technique to give the students a practical, authentic learning experience.

An at‐home laboratory in plant biology designed to engage students in the process of science

An option for an inclusive and authentic, hands‐on research experience that all students can perform off‐campus that will help participants learn and practice scientific research skills during the COVID‐19 pandemic is presented.

The Other Side of Black Screen: Rethinking Interaction in Synchronous Remote Learning for Collaborative Programming

This case study presents observations of in-person and online versions of 2 introductory programming courses offered before and during the COVID-19 pandemic, and finds that the current online video-conferencing platforms cannot foster collaborative learning among peers, lacks learning ambiance and spontaneous engagement between students and instructors.

A Low-cost Materials Laboratory Sequence for Remote Instruction that Supports Student Agency

Under the new ABET accreditation framework, students are expected to demonstrate “an ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering

Pivoting to online laboratories due to COVID‐19 using the Science of Agriculture digital tools: A case study

SoA provided useful tools to develop meaningful experiences for the SOIL 210 students in lieu of their traditional laboratory exercises, and four of the semester's final six labs were developed using SoA.

Meeting Laboratory Course Learning Goals Remotely via Custom Home Experiment Kits

The use of cost-effective, custom home experiment kits for remote teaching of first-semester introductory physics labs is described and a revised group project approach optimized for remote use and that leverages the kits was developed and employed.

References

SHOWING 1-10 OF 30 REFERENCES

A Framework for Implementing Course-Based Undergraduate Research Experiences (CUREs) in Freshman Biology Labs

Abstract There have been many calls to make research experiences available to more undergraduate students. One way to do this is to provide course-based undergraduate research experiences (CUREs),

A pandemic-resilient open-inquiry physical science lab course which leverages the Maker movement

Three components in the design of a physical science lab course were vital to the resilience of the course: the choice for fully open-inquiry projects, the decision to use Arduinos as measurement tools, and the flipped aspect of the instruction methods.

Student engagement and learning with PhET interactive simulations

There is considerable evidence that PhET interactive simulations can be powerful tools for achieving student learning of science. Recent research conducted with PhET Interactive simulations has

Recommendations for the use of notebooks in upper-division physics lab courses

The use of lab notebooks for scientific documentation is a ubiquitous part of physics research. However, it is common for undergraduate physics laboratory courses not to emphasize the development of

A Comparison of Student Perceptions of Physical and Virtual Engineering Laboratory Classes

Rising student numbers, facility costs and student expectations for technology-enhanced learning prompted a student–staff partnership to study the benefits of student learning and engagement from

Developing skills versus reinforcing concepts in physics labs: Insight from a survey of students' beliefs about experimental physics

Physics laboratory courses have been generally acknowledged as an important component of the undergraduate curriculum, particularly with respect to developing students’ interest in, and understanding

Framework of goals for writing in physics lab classes

Writing is an integral part of the process of science. In the undergraduate physics curriculum, the most common place that students engage with scientific writing is in lab classes, typically through

Comparing Electronic and Traditional Lab Notebooks in the Advanced Lab

Two years ago, the advanced lab course at Carleton College switched to using electronic lab notebooks (ELNs) instead of traditional paper lab notebooks. In the wake of this change, a survey of

Using custom interactive video prelab activities in a large introductory lab course

Custom interactive videos were created that were viewed by the students before the lab to help them prepare for the lab activities and to have students enjoy working on physics experiments and to see value in experimental physics as a discipline.

Constructing reality: A study of remote, hands-on, and simulated laboratories

Differences in lab formats led to changes in group functions across the plan-experiment-analyze process: For example, students did less face-to-face work when engaged in remote or simulated laboratories, as opposed to hands-on laboratories.