在 COVID-19 期间的生理学入门课程中,异步授课对女性和有色人种学生的考试成绩有负面预测作用。

IF 1.7 4区 教育学 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Advances in Physiology Education Pub Date : 2024-06-01 Epub Date: 2024-02-08 DOI:10.1152/advan.00112.2023
Hana D Zhou, J D Walker, Dalay Olson
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引用次数: 0

摘要

为应对 COVID-19,教育工作者迅速转向新的创新授课方式。在 Zoom 等平台上举办同步讲座的能力让学生们在面对大流行病时仍能继续获得课堂材料。本研究的目的是调查通过 Zoom 同步学习生理学课程(PHSL3051)的学生与通过观看课后发布的录制讲座异步学习生理学课程的学生在考试成绩上的差异。PHSL3051 的学生通过四次单元考试和一次累积期末考试进行评估。对所有学生的汇总分析表明,同步观看讲座对考试成绩有积极的预测作用,而按性别和种族对数据进行分析时,这种积极的关联性更大。对于女性学生和有色人种学生(SOC)来说,同步收看讲座与每次单元考试的平均成绩都有关联,且平均成绩要高出 2.7 到 7.4 个百分点。此外,学生在整个学期中同步参与课程的程度越高,其在期末累积考试中的成绩就可能越好。这些数据突出表明,有必要更好地了解不同群体的本科生如何选择和应对同一课程中使用的不同评估方法,这可能会对他们在四年制院校的总体成绩产生长期影响。
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Asynchronous lecture participation negatively predicts exam scores for females and students of color in an introductory physiology course during COVID-19.

In response to COVID-19, educators rapidly pivoted to new and innovative ways of delivering lecture material. The ability to host synchronous lectures on platforms like Zoom gave students continued access to classroom material in the face of an ongoing pandemic. The purpose of this study was to investigate the differences in exam scores between students attending a physiology class (PHSL3051) synchronously via Zoom or asynchronously by viewing recorded lectures posted after class. Students in PHSL3051 were evaluated with four unit exams and one cumulative final exam. Although pooled analysis of all students showed that synchronous lecture viewing positively predicted exam scores, this positive association was even larger when the data were analyzed by gender and ethnicity. For female-identified students and students of color (SOC), attending lectures synchronously was associated with average scores on every unit exam that were higher by 2.7-7.4 percentage points. Moreover, the greater a student's synchronous participation in the course throughout the semester, the better that student's performance on the cumulative final exam was likely to be. These data highlight the need to better understand how different groups of undergraduate students select and respond to different assessment methods used in the same course, which may have long-term effects on their overall performance at 4-year institutions.NEW & NOTEWORTHY This study examined the relationship between lecture attendance (synchronous or asynchronous) and exam scores throughout the semester. Although everyone in the course benefited from synchronous lecture attendance, our data indicated that students of color (SOC) and female-identified students benefited most. SOC and female-identified students who participated synchronously had even higher mean scores on all exams within the course compared with SOC and female-identified students who participated asynchronously by watching recordings of the same lectures.

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来源期刊
CiteScore
3.40
自引率
19.00%
发文量
100
审稿时长
>12 weeks
期刊介绍: Advances in Physiology Education promotes and disseminates educational scholarship in order to enhance teaching and learning of physiology, neuroscience and pathophysiology. The journal publishes peer-reviewed descriptions of innovations that improve teaching in the classroom and laboratory, essays on education, and review articles based on our current understanding of physiological mechanisms. Submissions that evaluate new technologies for teaching and research, and educational pedagogy, are especially welcome. The audience for the journal includes educators at all levels: K–12, undergraduate, graduate, and professional programs.
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