LAUSR

The COVID-19 pandemic has emphasized the importance of designing effective methods for remote teaching. At the University of California, Berkeley, and the University of California, Santa Cruz, instructors adapted to the necessity of remote laboratory instruction by creating choose-your-own-Adventure-style video-based online experiments introduced to thousands of students across 11 different courses. These experiments are designed to provide students with the opportunity to make and receive feedback on experimental decisions and learn from common mistakes that they may have encountered in hands-on laboratory instruction. Students' and instructors' impressions of the online experiments and student learning outcomes in both online and traditional laboratory courses were assessed using surveys, focus groups, and interviews via a mixed-methods approach. Though most respondents (79%) did not agree that online laboratory instruction was as effective as in-person instruction, the majority agreed that the online experiments were clear and easy to follow (75%), interesting and engaging (52%), and helpful for learning about lab techniques (70%) and the concepts underlying these techniques (77%). Many also mentioned benefits of online laboratory instruction, including flexibility in scheduling and an increased focus on conceptual learning. Assessments of student learning also suggested that students who took the course online learned as much conceptually as students who had previously completed the course in-person. The results of this study highlight the positive and negative aspects of this type of interactive online laboratory instruction, which could help inform the design of future lab experiences whether they take place in an online, hybrid, or in-person environment. ©