The transition to online learning in spring 2020 was abrupt for both students and instructors. While many instructors moved to asynchronous classes, some institutions relied more heavily on synchronous online courses. Here, we evaluate student perceptions of an inquiry‐based molecular biology lecture and lab course following this transition by comparing student survey responses from spring 2019, when the lecture and lab were fully in person, to spring 2020, when the lecture and lab started in person before transitioning to a synchronous online format. Students were asked to identify the main factors that supported their learning in lecture and lab, characterize the main barriers to learning in those courses, and discuss their preference of having an inquiry‐based lab or a traditional “cookbook” lab with pre‐determined answers. We coded these responses and provide one of the first studies to examine the impact of this online transition on student perceptions of learning in an inquiry‐based molecular biology lecture and lab course.

中文翻译：

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学生在学期中期过渡到在线教学后对基于探究的分子生物学讲座和实验室的看法

2020 年春季向在线学习的过渡对学生和教师来说都是突然的。虽然许多教师转向异步课程，但一些机构更依赖同步在线课程。在这里，我们通过比较从 2019 年春季（讲座和实验室完全面对面）到 2020 年春季（讲座和实验室开始于过渡到同步在线格式之前的人。学生被要求确定支持他们在讲座和实验室学习的主要因素，描述这些课程学习的主要障碍，并讨论他们倾向于使用基于探究的实验室或具有预定答案的传统“食谱”实验室.