Department of Biology, College and Graduate School of Arts and Sciences, The University of Virginia, United States of America.
Nell Hodgson Woodruff School of Nursing, Emory University, United States of America.
Nurse Educ Today. 2021 Dec;107:105149. doi: 10.1016/j.nedt.2021.105149. Epub 2021 Sep 16.
The contributions of student laboratory experiences to student learning in pre-licensure science classes are not well understood. Despite the generally accepted premise that traditional hands-on laboratory experiences are essential to knowledge construction and superior to non-traditional online experiences, the literature suggests that both experiences promote equal levels of student learning.
We compared academic performance of students enrolled in a Human Anatomy and Physiology II course with hands-on laboratory to that of students enrolled in the same course but with online laboratory by examining several measures of student learning.
This was a quasi-experimental study of undergraduate students aged 18-22 years enrolled in equivalent human anatomy and physiology courses on two separate campuses of a private research university in the United States. One course was associated with hands-on laboratory while the other course was associated with online laboratory.
The Human Anatomy and Physiology Society standardized exam was administered as a pre-test/post-test assessment at the beginning and end of the academic year. Lecture exam scores, laboratory exam scores, and overall course grades served as measures of student learning. Comparisons of student performance between hands-on and online laboratory groups were made using t-tests.
Student performance on the pre-test and overall course grades from Human Anatomy and Physiology (part I) were not different between groups. While students in the online lab group did earn significantly higher Human Anatomy and Physiology (part II) course grades, their performance on lecture exams, laboratory exams, and the post-test assessment was not different.
Students in a pre-licensure prerequisite course with online laboratory demonstrated mastery of basic science concepts equal to or better than students in the same course with traditional hands-on laboratory. Online laboratory experiences may represent an appropriate, accessible and cost-effective teaching modality for pre-licensure coursework.
学生实验室体验对预许可科学课程学生学习的贡献尚未得到充分理解。尽管人们普遍认为传统的实践实验室体验对于知识构建至关重要，并且优于非传统的在线体验，但文献表明这两种体验都能促进学生同等程度的学习。
通过考察学生学习的几个衡量标准，我们将参加人体解剖学和生理学 II 课程并配备实践实验室的学生的学业成绩与参加相同课程但配备在线实验室的学生进行比较。
这是一项在美国一所私立研究型大学的两个分校进行的人体解剖学和生理学课程的准实验研究，参与者为年龄在 18-22 岁之间的本科学生。其中一门课程与实践实验室相关，另一门课程与在线实验室相关。
人体解剖学和生理学学会标准化考试作为一项在学年开始和结束时进行的前测/后测评估。讲座考试成绩、实验室考试成绩和总体课程成绩作为学生学习的衡量标准。使用 t 检验比较实践实验室和在线实验室组学生的表现。
人体解剖学和生理学（第一部分）的前测和总体课程成绩在两组学生之间没有差异。虽然在线实验室组的学生在人体解剖学和生理学（第二部分）课程中获得了显著更高的成绩，但他们在讲座考试、实验室考试和后测评估中的表现没有差异。
在具有在线实验室的预许可先决课程中，学生掌握了基本科学概念，其水平与在具有传统实践实验室的相同课程中的学生相当或更好。在线实验室体验可能代表了一种合适、可及且具有成本效益的预许可课程教学模式。
