As the COVID-19 pandemic transformed higher education, St. John’s University (New York), among other academic institutions, worked to incorporate methodologies that would allow for social distancing and the attainment of hands-on experience that is expected of a science laboratory course. To account for the constraints that the pandemic posed, St. John’s University offered students taking General and Organic Chemistry laboratory courses the opportunity to enroll in either a hybrid course or a 100% fully online course. The hybrid course incorporated both physical face-to-face and virtual simulation experiments, while the online course focused solely on virtual simulations. To assess the student’s perception of achieving meaningful learning, students in both courses were asked to complete a Meaningful Learning in the Laboratory Instrument (MLLI) survey before and after taking the course. The objective of this survey was to measure their pre-semester expectations and post-semester experiences in the cognitive (thinking), affective (feeling), and a combined cognitive/affective domain of the course. Analysis of the results would allow for an understanding of the importance of a hands-on laboratory component in a chemistry course in providing students with a meaningful learning experience. Students in both the General and Organic hybrid and online courses reported more positive affective experiences than they anticipated. Cognitive and the combined cognitive/affective experiences for students in the General Chemistry hybrid and online courses declined. In contrast, Organic Chemistry hybrid and online students expressed favorable experiences in the combined cognitive/affective element, but for the cognitive scale, their experiences matched their expectations.

中文翻译：

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大型城市大学普通化学和有机化学在线和混合（动手/在线）实验室的学生对有意义学习的看法

随着 COVID-19 大流行改变了高等教育，圣约翰大学（纽约）和其他学术机构一起努力纳入方法论，以实现社会疏远和获得科学实验室课程所期望的实践经验。考虑到大流行带来的限制，圣约翰大学为修读普通化学和有机化学实验课程的学生提供了报名混合课程或 100% 完全在线课程的机会。混合课程结合了物理面对面和虚拟模拟实验，而在线课程则仅专注于虚拟模拟。为了评估学生对实现有意义的学习的看法，两门课程的学生都被要求在学习课程之前和之后完成实验室仪器中的有意义学习 (MLLI) 调查。这项调查的目的是衡量他们在课程的认知（思维）、情感（感觉）以及认知/情感相结合领域的学期前期望和学期后体验。对结果的分析将有助于理解化学课程中实验室实践部分对于为学生提供有意义的学习体验的重要性。普通课程和有机混合课程和在线课程的学生报告的积极情感体验比他们预期的要多。普通化学混合课程和在线课程学生的认知和综合认知/情感体验有所下降。相比之下，有机化学混合和在线学生在认知/情感相结合的元素上表达了良好的体验，但对于认知量表，他们的体验符合他们的期望。