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Abstract The Bee the CURE is a novel course-based undergraduate research experience (CURE) that engages introductory biology students in DNA barcoding (DNA extraction, amplification, and bioinformatics) in partnership with the Tucson Bee Collaborative and the University of Arizona. The first iteration of this CURE taught at Pima Community College (PCC) occurred during the Fall 2020 semester in which the course was taught online and students focused on bioinformatics. Due to the online format, students were unable to participate directly in the wet-lab components (extraction and amplification) of the course. These were approximated with videos of the instructor performing the tasks. A qualitative case study of this semester built from student interviews found that students were able to form positive relationships with instructors and peer mentors but that the online format of the class posed some challenges to relationship formation. Students reported developing self-efficacy in bioinformatics skills while online lab participation disrupted student’s gaining “hands-on experiences” and seldom led to development of science self-efficacy in wet lab skills. Our findings from a study of a synchronous online CURE allowed us to characterize a context in which online learning posed a challenge and perhaps even a threat to research self-efficacy, especially regarding skill development and self-efficacy in “hands-on” areas, such as wet-bench research skills. Yet optimistically, our study highlights the potential of online community college learning environments to provide mastery experiences in online science contexts (e.g., bioinformatics) and opportunities for relationship building.
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Coping with the transition to remote instruction: Patterns of self-regulated engagement in a large post-secondary biology course
The COVID-19 disruption presented considerable challenges for university students, requiring the sudden need for increased engagement in remote learning environments and the ability to cope with academic and familial demands. To examine how students self-regulated their learning during the disruption, we surveyed undergraduates (n = 226) enrolled in four sections of a large biology course once during the first week of the semester, immediately after the disruption, and through the end of the semester. The results indicated significant decreases in student motivation, increases in students' perceived costs, and quadratic changes in self-reported coping strategies and mental depletion during disrupted learning. In a final model, students' self-efficacy and perceptions of cost, as well as feelings of anger and personal responsibility for family combined to form a parsimonious set of predictors that explained variance in course performance.
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- Award ID(s):
- 1821601
- PAR ID:
- 10297783
- Date Published:
- Journal Name:
- Journal of Research on Technology in Education
- ISSN:
- 1539-1523
- Page Range / eLocation ID:
- 1 to 17
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1080/15391523.2021.1936702
