The COVID-19 pandemic forced educators to teach in an online environment. This was particularly challenging for those teaching courses that are intended to support bench science research. This practitioner article tells the story of how an instructor transformed their Course-based Undergraduate Research Experience (CURE) using the Backwards Design Method into a synchronous online course. Research objectives in this transformed course included: conducting a literature review, identifying research questions and hypotheses based on literature, and developing practical and appropriate research methodologies to test these hypotheses. We provide details on how assignments were created to walk students through the process of research study design and conclude with recommendations for the implementation of an online CURE. Recommendations made by the instructor include scaffolding the design, building opportunities for collaboration, and allowing students to fail in order to teach the value of iteration. The Backwards Design framework naturally lends itself to a scaffolded instructional approach. By identifying the learning objectives and final assessment, the learning activities can be designed to help students overcome difficult concepts by filling in the gaps with purposeful instruction and collaborative opportunities. This present course also practiced iteration through the extensive feedback offered by the instructor and opportunities for students to revise their work as their understanding deepened. Anecdotally, based on end of course reviews, students overall had a positive experience with this course. Future work will examine the efficacy of student learning in this online environment and is forthcoming.

中文翻译：

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重新设计基于课程的本科生研究体验以进行在线交付

COVID-19 大流行迫使教育工作者在在线环境中教学。对于那些旨在支持实验室科学研究的教学课程来说，这尤其具有挑战性。这篇从业者文章讲述了一位讲师如何使用向后设计方法将基于课程的本科生研究经验 (CURE) 转变为同步在线课程的故事。这一转变课程的研究目标包括：进行文献综述，根据文献确定研究问题和假设，并开发实用且适当的研究方法来检验这些假设。我们详细介绍了如何创建作业来引导学生完成研究设计的过程，并最后提出实施在线 CURE 的建议。讲师提出的建议包括构建设计、建立协作机会以及允许学生失败以教授迭代的价值。向后设计框架自然适合支架式教学方法。通过确定学习目标和最终评估，可以设计学习活动，通过有目的的指导和协作机会填补空白，帮助学生克服困难的概念。本课程还通过教师提供的广泛反馈进行了迭代，并为学生提供了随着理解加深而修改其作品的机会。有趣的是，根据课程结束的评论，学生总体上对这门课程有积极的体验。未来的工作将检查学生在这种在线环境中学习的效率，并且即将进行。