Successful Integration of Face-to-Face Bootcamp Lab Courses in a Hybrid Online STEM Program
Successful Integration of Face-to-Face Bootcamp Lab Courses in a Hybrid Online STEM Program
复制标题
DOI：
10.1128/jmbe.v20i3.1769
复制
发表时间：
2019-10-01
影响因子：
1.9
通讯作者：
Drew, Jennifer C.
中科院分区：
文献类型：
--
作者：
Ardissone, Alexandria N.;Oli, Monika W.;Drew, Jennifer C.
佛罗里达大学的微生物学和细胞科学项目将两门为期 16 周的标准实验室课程压缩为为期五天的课程版本，称为训练营实验室。训练营实验室与传统实验室具有相同的目标、活动和评估。训练营实验室的开发是通过提供 2+2 混合在线转学计划来增加对专业和更广泛的 STEM 的访问的更大努力的一部分。这项混合方法研究的结果包括对训练营和传统实验室形式作为面对面实验室课程提供方法的直接比较。训练营实验室队列的学生更加多元化，与传统的学期队列相比，STEM 中女性和代表性不足的少数族裔人数更多。训练营实验室的学生与传统实验室形式的学生具有可比的成绩和学习成果。回归分析确定 GPA（而非实验室形式）是参加实验课程的学生成功的最重要预测因素。定性结果表明，训练营形式可能是比传统形式更好的微生物学实验室教学方式。总之，结果表明，面对面微生物学课程的训练营版本与传统的学期版本一样有效。这项工作具有更广泛的影响，因为它支持将训练营实验室方法作为 STEM 教育的模型，以增加访问机会并克服在线 STEM 项目的主要障碍：面对面提供关键实验室课程。
The Microbiology and Cell Science program at the University of Florida compressed two standard 16-week lab courses into five-day versions of the course, which are referred to as bootcamp labs. The bootcamp labs have the same objectives, activities, and assessments as their traditional counterparts. Development of the bootcamp labs was part of a larger effort to increase access to the major, and more broadly STEM, by offering a 2+2 hybrid online transfer program. The results of this mixed-methods study include a direct comparison between bootcamp and traditional lab format as an approach for delivery of a face-to-face lab course. The bootcamp lab cohort has a greater diversity of students, with more women and underrepresented minorities in STEM than the traditional semester-long cohorts. Students in the bootcamp labs have comparable grade outcomes and learning gains to students in traditional lab format. Regression analysis identified GPA, but not lab format, as the most significant predictor of success for students enrolled in lab courses. Qualitative results suggest that the bootcamp format may be a better way than traditional formats to teach microbiology lab. In summary, the results demonstrate that a bootcamp version of a face-to-face microbiology course is just as effective as the traditional semester-long version. This work has broader implications as it supports the bootcamp lab approach as a model in STEM education for increasing access and for overcoming a major barrier to online STEM programs: face-to-face delivery of key lab courses.