More Engaged and Prepared Students with an Online Prelab Module in Large Undergraduate Biochemistry Laboratory Courses

Abstract

Laboratory work is considered a fundamental part of chemistry education. However, students are often given cookbook experiments that do not engage them in critical thinking, leading to poor learning outcomes and students feeling unprepared for laboratory work. To address this, a preparatory online module was implemented in two first-year biochemistry courses during the COVID-19 pandemic. A mixed-method approach was used to examine the impact of the prelab module on student and teacher perceptions concerning implementation, use, and perceived learning. Additionally, grades from the reports and exams were compared with those from the previous year. The results showed that students enjoyed using the prelab module and felt it prepared them well for the laboratory classes. Supervisors in the lab were also positive about the module. Additionally, the grades for the reports significantly improved compared to the previous year. However, causal attribution of this improvement to the online module is difficult due to pandemic-related restrictions. In all, the prelab module was easy to implement and can be utilized by teachers to enhance student engagement and preparation for laboratory work.