King Christine E, Trevino Casey, Biswas Piyashi
Department of Biomedical Engineering, University of California Irvine, Irvine, CA USA.
Biomed Eng Educ. 2021;1(1):201-208. doi: 10.1007/s43683-020-00034-9. Epub 2020 Oct 16.
By early spring 2020, the COVID-19 pandemic caused mandatory campus closures of academic institutions nationwide, prompting the rapid transition to online instruction. While lectures and exams were more straightforwardly administered online using video-chatting software, many hands-on laboratory-based courses were forced to develop creative solutions. In response to online instructional requirements, instructors at the University of California Irvine developed an online electroencephalography (EEG) laboratory to simulate the laboratory experiment for students unable to perform the experiment on campus. The laboratory experiment was performed and video recorded by the instructional team under three different scenarios to provide students with multiple data sets acquired under various experimental conditions often enacted by students. Students were required to complete a pre-lab quiz, analyze the acquired EEG data offline, complete a post-lab quiz, and submit their laboratory report to communicate their findings prior to final exams. Student performances compared to prior student performances, and qualitative survey responses, were examined to assess the effectiveness of and response to the online laboratory format. Based on student feedback and lab report grades, the majority of students responded positively and demonstrated an understanding of the EEG experiment's learning outcomes. In summary, the online EEG laboratory enabled students to achieve the main learning objectives and become familiar with the laboratory experiment, indicating its success as an alternative laboratory experiment.
到2020年早春，新冠疫情导致全国各学术机构的校园强制关闭，促使教学迅速转向线上授课。虽然讲座和考试使用视频聊天软件在线进行更为直接，但许多基于实践操作的实验课程不得不开发创造性的解决方案。为响应在线教学要求，加州大学欧文分校的教师们开发了一个在线脑电图（EEG）实验室，为无法在校园内进行实验的学生模拟实验室实验。教学团队在三种不同场景下进行并录制了实验室实验，为学生提供在学生通常会设置的各种实验条件下获取的多个数据集。学生们需要完成课前测验，离线分析获取的脑电图数据，完成课后测验，并在期末考试前提交实验报告以交流他们的发现。通过将学生的表现与之前的学生表现进行比较，并研究定性调查的回复，来评估在线实验室形式的有效性和学生的反应。根据学生反馈和实验报告成绩，大多数学生给出了积极回应，并表明他们理解了脑电图实验的学习成果。总之，在线脑电图实验室使学生能够实现主要学习目标，并熟悉实验室实验，表明其作为替代实验室实验是成功的。
