A comparative study between outcomes of an in-person versus online introductory field course

American Society of Echocardiography COVID-19 Statement Update: Lessons Learned and Preparation for Future Pandemics

The COVID-19 pandemic has evolved since the publication of the initial American Society of Echocardiography (ASE) statements providing guidance to echocardiography laboratories. In light of new developments, the ASE convened a diverse, expert writing group to address the current state of the COVID-19 pandemic and to apply lessons learned to echocardiography laboratory operations in future pandemics. This statement addresses important areas specifically impacted by the current and future pandemics: (1) indications for echocardiography, (2) application of echocardiographic services in a pandemic, (3) infection/transmission mitigation strategies, (4) role of cardiac point-of-care ultrasound/critical care echocardiography, and (5) training in echocardiography.

Online Science Instruction Can Promote Adolescents' Autonomy Need Satisfaction: a Latent Growth Curve Analysis

This research examined the differential motivational effects of a pre-college science enrichment program delivered in both online and in-person learning formats. Using self-determination theory as a guiding framework, we hypothesized that (a) students would exhibit growth in their perceived satisfaction of needs for autonomy, competence, and relatedness, (b) online learning would be associated with greater growth in autonomy, and (c) in-person learning would be associated with greater growth in both competence and relatedness. Using a sample of 598 adolescent participants, results of latent growth curve modeling indicated that satisfaction of the three needs grew unconditionally over the course of the program. However, format type was unrelated to growth in need satisfaction. Rather, this effect was found to be conditional upon the type of science project undertaken by students: astrophysics students exhibited significantly greater autonomy growth when receiving online instruction than did biochemistry students. Our findings suggest that online science learning can be just as effective in motivating students as in-person learning provided that the learning tasks are conducive to remote instruction.

Understanding the Benefits of Residential Field Courses: The Importance of Class Learning Goal Orientation and Class Belonging

While previous literature finds many benefits to participation in undergraduate field courses, the mechanisms for how these benefits develop is still unknown. This study explores these mechanisms and any unique benefits of field courses by examining results from pre and post surveys about scientific literacy, future science plans, and motivation and belonging for undergraduate students who took courses in one field station setting (n = 249) and one traditional on-campus setting (n = 118). We found positive associations between the field station setting and scientific literacy as well as future science plans. In addition, this study finds support for the serial and multiple mediation of class learning goal orientation and class belonging in explaining the relationships between the field station setting and scientific literacy as well as future science plans. The results of this study have implications for enhancing field course design and increasing access and inclusion.

Immersive In‐Person Field Courses during the Pandemic: Minimizing Risk while Maximizing Efficacy

Field courses can provide formative experiences that also reduce disparities in STEM education. Impacts of the ongoing COVID‐19 pandemic on‐field programs have been particularly severe, as many institutions shifted to online instruction. Some courses retained in‐person field experiences during the pandemic, and achieved high student learning outcomes. Here, I describe an approach to mitigating risk of COVID‐19 and other hazards during expedition‐based field courses, and student learning outcomes achieved using that approach. I applied comprehensive risk management to in‐person field expeditions that treated COVID‐19 as a hazard, requiring mitigation to maintain an acceptable low level of risk. Prior to broad availability of COVID‐19 vaccines, we applied a coronavirus‐free “bubble” strategy in which all participants passed a COVID‐19 PCR test immediately before departure and then avoided contact with people outside our bubble. In the future, vaccination can reduce risk further. We implemented additional safety factors to reduce risk of incidents that could require evacuation into medical facilities overloaded with COVID‐19 patients. The courses were successful: we had no infections or other serious incidents and student learning outcomes were transformative. The approach provides a model for conducting immersive field courses during the pandemic and beyond. Several field course networks are implementing similar approaches to restore valuable field education opportunities that have declined during the pandemic.

Undergraduates' Experiences with Online and in-Person Courses Provide Opportunities for Improving Student-Centered Biology Laboratory Instruction

Biology laboratory courses with hands-on activities faced many challenges when switched to online instruction during the COVID-19 pandemic. The transition back to in-person instruction presents an opportunity to redesign courses with greater student input. Undergraduates in an ∼350-student laboratory course were surveyed about their preferences for online or in-person instruction of specific laboratory course components. We predicted that students who have taken a virtual laboratory course prefer keeping some of the components online. We also hypothesized that their preferences are affected by their experience with online-only or with both online and in-person instruction. The results showed that students would like to move the laboratory component and group meetings back to in-person instruction, even if they never experienced college-level in-person courses. Also, many components, including the lectures, exams, assignment submission, and office hours are preferred to be held online. Surprisingly, students who have only taken online courses would rather give group presentations in person, while those who experienced both online and in-person instruction were undecided. Group presentations were the only component where the preference of the two groups significantly differed. Self-assessed learning gains showed that students performed very well in both the online semesters and the in-person semesters. Therefore, the preferences measured in this study were likely developed based on students' future expectations and personal gains, and not only on their metacognitive decisions and academic performances. This study provides considerations for redesigning components of laboratory courses to be more student-centered after the pandemic.