Price Banks Diane, Vergez Sasha M
Biological Sciences Department, Bronx Community College, Bronx, New York, USA.
Lehman College, Bronx, New York, USA.
J Microbiol Biol Educ. 2022 Apr 12;23(1). doi: 10.1128/jmbe.00012-22. eCollection 2022 Apr.
The widespread disease outbreak of SARS-CoV-2 in early 2020 elicited mandated shutdowns of all facilities not considered essential to include academic institutions. Many educational institutions had to find a way to transition into online learning modalities rapidly. This study investigates whether a relationship between students' perceptions of online learning and their academic achievement during the coronavirus outbreak exists. We hypothesized that (i) students would rate the online modality more negatively than the in-person module, (ii) STEM courses would be rated more negatively than non-STEM courses, and (iii) there was a positive correlation between grades achieved and student perceptions of the online course modality. The study found that students rated online courses more negatively than in-person courses. There were significant differences in student achievement and perception based on the course type. The study found a weak yet positive relationship between student achievement and perception of learning modality. Future studies should continue to evaluate the effects of mandated online learning on the mastery and achievement of learning outcomes. The implications from these findings can help institutions improve e-learning modules.
2020年初严重急性呼吸综合征冠状病毒2（SARS-CoV-2）的广泛疾病爆发引发了对所有非必要设施（包括学术机构）的强制关闭。许多教育机构不得不迅速找到一种方法过渡到在线学习模式。本研究调查了在冠状病毒爆发期间，学生对在线学习的看法与他们的学业成绩之间是否存在关联。我们假设：（i）学生对在线模式的评价会比面对面教学模式更负面；（ii）STEM课程的评价会比非STEM课程更负面；（iii）取得的成绩与学生对在线课程模式的看法之间存在正相关。研究发现，学生对在线课程的评价比面对面课程更负面。基于课程类型，学生的成绩和看法存在显著差异。研究发现学生成绩与学习模式看法之间存在微弱但积极的关系。未来的研究应继续评估强制在线学习对学习成果掌握和成绩的影响。这些发现的启示可以帮助机构改进电子学习模块。
