The Use of Online Pre-Lab Assessments Compared with Written Pre-Lab Assignments Requiring Experimental Result Prediction Shows No Difference in Student Performance

Exam performance was compared for students who hand wrote questions designed to prepare them for daily lab activities in a senior level virology laboratory course versus those who answered questions created to mirror the written questions on-line. No significant difference was noted in exam scores o...

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Autor principal:	Erica Suchman
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2015
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/f475f08c3c6e48fe8763cce03a2748d1
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spelling	oai:doaj.org-article:f475f08c3c6e48fe8763cce03a2748d12021-11-15T15:04:03ZThe Use of Online Pre-Lab Assessments Compared with Written Pre-Lab Assignments Requiring Experimental Result Prediction Shows No Difference in Student Performance10.1128/jmbe.v16i2.8951935-78851935-7877https://doaj.org/article/f475f08c3c6e48fe8763cce03a2748d12015-12-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v16i2.895https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885Exam performance was compared for students who hand wrote questions designed to prepare them for daily lab activities in a senior level virology laboratory course versus those who answered questions created to mirror the written questions on-line. No significant difference was noted in exam scores on any of the three midterms, written final exam, nor the practical exam. Neither was there a significant difference in the quality of the laboratory reports turned in as evidenced by similar average scores over four years. These results indicate that using online pre-labs to prepare students for the laboratory sessions leads to equivalent learning as answering handwritten pre-lab assignments. Online pre-labs significantly reduced the amount of grading without reducing student learning, allowing a reduction in the number of teaching assistants required per section.Erica SuchmanAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 16, Iss 2, Pp 266-268 (2015)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Biology (General) QH301-705.5
spellingShingle	Special aspects of education LC8-6691 Biology (General) QH301-705.5 Erica Suchman The Use of Online Pre-Lab Assessments Compared with Written Pre-Lab Assignments Requiring Experimental Result Prediction Shows No Difference in Student Performance
description	Exam performance was compared for students who hand wrote questions designed to prepare them for daily lab activities in a senior level virology laboratory course versus those who answered questions created to mirror the written questions on-line. No significant difference was noted in exam scores on any of the three midterms, written final exam, nor the practical exam. Neither was there a significant difference in the quality of the laboratory reports turned in as evidenced by similar average scores over four years. These results indicate that using online pre-labs to prepare students for the laboratory sessions leads to equivalent learning as answering handwritten pre-lab assignments. Online pre-labs significantly reduced the amount of grading without reducing student learning, allowing a reduction in the number of teaching assistants required per section.
format	article
author	Erica Suchman
author_facet	Erica Suchman
author_sort	Erica Suchman
title	The Use of Online Pre-Lab Assessments Compared with Written Pre-Lab Assignments Requiring Experimental Result Prediction Shows No Difference in Student Performance
title_short	The Use of Online Pre-Lab Assessments Compared with Written Pre-Lab Assignments Requiring Experimental Result Prediction Shows No Difference in Student Performance
title_full	The Use of Online Pre-Lab Assessments Compared with Written Pre-Lab Assignments Requiring Experimental Result Prediction Shows No Difference in Student Performance
title_fullStr	The Use of Online Pre-Lab Assessments Compared with Written Pre-Lab Assignments Requiring Experimental Result Prediction Shows No Difference in Student Performance
title_full_unstemmed	The Use of Online Pre-Lab Assessments Compared with Written Pre-Lab Assignments Requiring Experimental Result Prediction Shows No Difference in Student Performance
title_sort	use of online pre-lab assessments compared with written pre-lab assignments requiring experimental result prediction shows no difference in student performance
publisher	American Society for Microbiology
publishDate	2015
url	https://doaj.org/article/f475f08c3c6e48fe8763cce03a2748d1
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The Use of Online Pre-Lab Assessments Compared with Written Pre-Lab Assignments Requiring Experimental Result Prediction Shows No Difference in Student Performance

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