Because of the COVID-19 pandemic in March 2020, higher education institutions had to pivot rapidly to online remote learning. Many educators were concerned that the disparate impact of this crisis would exacerbate inequities in learning outcomes and student learning experiences, especially for students from minoritized backgrounds. We examined course grades and student perceptions of their learning experiences in fall (face-to-face) and spring (fully remote) quarters in an introductory biology course series at a public research university. Contrary to our hypothesis, we found that student course grades increased overall during remote learning, and equity gaps in course grades were mitigated for minoritized students. We hypothesize that instructors may have changed their grading practices to compensate for challenges in remote learning in crisis. However, spring students reported significant decreases in the amount of peer negotiation and social support, critical components of active learning. These findings suggest that remote teaching in crisis may have negatively affected student learning environments in ways that may not have been captured by grading practices.

中文翻译：

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危机中的远程教学对公平差距的影响，以及在生物学入门课程中建构主义者学习环境的影响。

由于2020年3月的COVID-19大流行，高等教育机构不得不迅速转向在线远程学习。许多教育工作者担心，这场危机的不同影响将加剧学习成果和学生学习经历的不平等，特别是对于那些来自少数民族背景的学生而言。我们在一所公立研究型大学的入门生物学课程系列中研究了课程成绩和学生对秋季（面对面）和春季（完全偏远）宿舍学习经历的看法。与我们的假设相反，我们发现远程学习期间学生的课程成绩总体上有所提高，而少数族裔学生的课程成绩公平性差距得到了缓解。我们假设教师可能已经改变了评分方式，以弥补危机中远程学习的挑战。但是，春季学生报告说，同伴谈判和社会支持（积极学习的重要组成部分）的数量大大减少。这些发现表明，在危机中进行远程教学可能会对学生的学习环境产生负面影响，而这种影响可能是分级实践无法捕捉到的。