Laura Rowe creator text USA :American Chemical Society ,March 2024 monographic eng

print

882–891p. Abstract- This article compares the learning outcomes and student perceptions of a one semester undergraduate biochemistry laboratory course that was taught using either a fully online or a fully in-person teaching modality. The semester long biochemistry laboratory mimicked the work sequence a researcher would encounter when transforming a plasmid containing a gene for a recombinant protein (superfolder green fluorescent protein, sf-GFP) and then purifying, identifying, and characterizing that protein. The two modalities of the course were completed in the same semester, by the same instructor, in which students self-selected into which modality they preferred at the beginning of the semester. Students in the in-person section reported enjoying the laboratory course more than the online cohort of students and found it to be less time-consuming. Additionally, a survey of biochemistry laboratory instructors from across the United States, who had experience teaching both online and in-person biochemistry laboratories, indicated that the majority of instructors that responded to the survey preferred the in-person modality: believing them to be more effective and engaging for the students, more enjoyable, and less time-consuming for the instructor. Statistical analysis of formative and summative assessments indicated no significant difference in non-hands-on student learning objective and learning goal scores between the two groups, but the small number of students and instructors in this study limits the generalizability of these results.. ***______{For Hard Copy, Please visit Library.}________*** Laboratory Instruction Testing and assessment Problem Solving/Decision Making Biochemistry 540.7 0021-9584 RIEBPL Library https://pubs.acs.org/doi/10.1021/acs.jchemed.3c00571?articleRef=control https://pubs.acs.org/doi/10.1021/acs.jchemed.3c00571?articleRef=control 250115 20250115145039.0