Investigating virtual versus hands-on interventions in promoting increased performance, perceived knowledge, and...

Area of Science:

• STEM Education
• Microbiology Pedagogy
• Active Learning Strategies

Background:

• Active learning methods enhance STEM education compared to traditional lectures, benefiting diverse student groups.
• Generation Z (iGen) students expect technology integration in learning, potentially shifting hands-on activities to virtual formats.
• The efficacy of virtual versus hands-on learning activities for all students, particularly marginalized groups, requires investigation.

Purpose of the Study:

• To compare the impact of different methods of delivery (MOD) for active learning activities on student performance, perceived knowledge, and confidence.
• To investigate if eLearning, interactive PowerPoint, or hands-on activities yield different outcomes in general microbiology courses.
• To analyze differential effects of MODs on marginalized versus non-marginalized students.

Main Methods:

• A semester-long study in general microbiology involving three sections, each receiving a different MOD (PowerPoint, eLearning, hands-on) for six activities.
• Data collection included student performance on quizzes and exams, alongside self-reported perceived knowledge and confidence.
• Comparative analyses were conducted between marginalized and non-marginalized student groups across the different MODs.

Main Results:

• Overall, all active learning activities, regardless of MOD, improved student performance, perceived knowledge, and confidence.
• No significant differences in outcomes were observed among the PowerPoint, eLearning, and hands-on MODs for the general student population.
• Marginalized students demonstrated lower performance, perceived knowledge, and confidence when engaging with hands-on activities compared to other MODs.

Conclusions:

• Active learning is beneficial across various delivery methods in microbiology.
• Virtual learning activities (eLearning) may mitigate performance barriers faced by marginalized students in hands-on settings.
• Educational strategies should consider modality impacts on diverse student populations to ensure equitable learning experiences.