Curbo Sophie, Lindkvist Annica, Hultgren Catharina
Division of Clinical Microbiology, Department of Laboratory Medicine, Karolinska Institutet, Stockholm, Sweden.
Division of Clinical Immunology, Department of Laboratory Medicine, Karolinska Institutet, Stockholm, Sweden.
J Microbiol Biol Educ. 2025 Apr 24;26(1):e0019324. doi: 10.1128/jmbe.00193-24. Epub 2024 Dec 23.
Many educational institutions transitioned to digital distance-based learning and assessment formats in 2020 due to the severe acute respiratory syndrome-coronavirus 2 (SARS-CoV-2) pandemic. This shift has often been associated with concerns about increased student cheating and heightened stress. In this study, we compared the major course assessment grades of students in a microbiology course delivered through a digital distance-based format, including a take-home examination and a examination during 2020, 2021, and 2022 ( = 127) with those who took the course in a traditional, live, in-person format with an in-class examination in 2019 ( = 45). Additionally, an extensive course evaluation survey was conducted to assess student satisfaction with the different course formats. In 2019, the pass rate was 27%, which increased significantly to 63% ( < 0.001) when provided as a distance-based course during 2020/2021/2022. The survey results indicated that most students appreciated the digital distance-based format and considered it beneficial for their learning. While some students found the take-home examination to be challenging and the examination stressful, others viewed the take-home examination as beneficial for their learning and the oral follow-up as a valuable opportunity for further learning. The combination of digital lectures and quizzes enabled students to learn at their own pace and convenience, which can lead to greater engagement and contribute to higher pass rates. Take-home examinations promote deeper learning as students must independently find answers to questions. When these examinations were followed by examinations, students were given the chance to elaborate on their responses, thereby gaining additional insights and reinforcing their learning during the examination process.
由于严重急性呼吸综合征冠状病毒2（SARS-CoV-2）大流行，2020年许多教育机构转向了基于数字远程的学习和评估形式。这种转变常常伴随着对学生作弊增加和压力增大的担忧。在本研究中，我们将2020年、2021年和2022年（n = 127）以基于数字远程形式授课的微生物学课程的学生的主要课程评估成绩，包括一次带回家考试和一次口试，与2019年以传统的现场面授形式上课并进行课堂考试的学生（n = 45）的成绩进行了比较。此外，还进行了一项广泛的课程评估调查，以评估学生对不同课程形式的满意度。2019年的及格率为27%，在2020/2021/2022年作为远程课程提供时，及格率显著提高到63%（P < 0.001）。调查结果表明，大多数学生欣赏基于数字远程的形式，并认为它对他们的学习有益。虽然一些学生觉得带回家考试具有挑战性，口试有压力，但另一些学生认为带回家考试对他们的学习有益，口试是进一步学习的宝贵机会。数字讲座和测验的结合使学生能够按照自己的节奏和便利程度学习，这可以带来更高的参与度并有助于提高及格率。带回家考试促进了更深入的学习，因为学生必须独立找到问题的答案。当这些考试之后进行口试时，学生有机会详细阐述他们的答案，从而在考试过程中获得更多见解并加强他们的学习。
