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Access to Online Formative Assessments in Lower-Division Undergraduate Biology Courses: Investigating Barriers to Student Engagement

Allison M. Upchurch

School of Biological Sciences, University of Nebraska–Lincoln, Lincoln, NE 68588

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Dana L. Kirkwood-Watts

School of Biological Sciences, University of Nebraska–Lincoln, Lincoln, NE 68588

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Kathleen R. Brazeal

School of Biological Sciences, University of Nebraska–Lincoln, Lincoln, NE 68588

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Lorey A. Wheeler

Nebraska Center for Research on Children, Youth, Families, and Schools, Methodology, Analytics, and Psychometrics (MAP) Academy, University of Nebraska–Lincoln, Lincoln, NE 68583

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Brian A. Couch

*Address correspondence to: Brian A. Couch (E-mail Address: [email protected]), Gabrielle B. Johnson (E-mail Address: [email protected]), or Sarah K. Spier (E-mail Address: [email protected]).

School of Biological Sciences, University of Nebraska–Lincoln, Lincoln, NE 68588

^§Co-corresponding authors in alphabetical order. These authors contributed equally to this work.

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Gabrielle B. Johnson

*Address correspondence to: Brian A. Couch (E-mail Address: [email protected]), Gabrielle B. Johnson (E-mail Address: [email protected]), or Sarah K. Spier (E-mail Address: [email protected]).

Science Department, Southeast Community College, Lincoln, NE 68520

^§Co-corresponding authors in alphabetical order. These authors contributed equally to this work.

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, and

Sarah K. Spier

*Address correspondence to: Brian A. Couch (E-mail Address: [email protected]), Gabrielle B. Johnson (E-mail Address: [email protected]), or Sarah K. Spier (E-mail Address: [email protected]).

Science Department, Southeast Community College, Lincoln, NE 68520

^§Co-corresponding authors in alphabetical order. These authors contributed equally to this work.

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Clark Coffman, Monitoring Editor

Published Online:20 Oct 2022https://doi.org/10.1187/cbe.22-05-0098

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Abstract

Instructors use a variety of online formative assessment (FA) activities to support learning outside class. Previous studies have revealed barriers for students in online courses, but little is known about the barriers students experience when completing online FA assignments. Understanding these barriers to access is critical to fostering more inclusive learning for all students. Using a framework from previous work in online learning, we examined student perceptions of online FA access with respect to five barrier categories: technical resources, instructor organization, social interactions, personal engagement, and learning environment. We developed and administered a survey to more than 1200 undergraduate biology students at 2-year and 4-year institutions. Students responded to statements using Likert scales and open-ended prompts. Statistical models indicated differences in access across the barrier categories and revealed that demographic characteristics were associated with certain barrier categories. Furthermore, technical resources, instructor organization, and personal engagement barriers were associated with lower course performance. In open-ended responses, students most frequently suggested that changes to scheduling logistics, course delivery, and FA format would improve their online FA experience. We discuss how these findings and student suggestions can inform instruction, particularly how instructors can alter their FA characteristics to better suit their student populations.

Vol. 21, No. 4

December 01, 2022

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History

Submitted: 25 May 2022

Revised: 31 August 2022

Accepted: 27 September 2022

Information

© 2022 A. M. Upchurch et al. CBE—Life Sciences Education © 2022 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 4.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/4.0).

We thank the instructors who distributed the survey and the students who participated in this research. This material is based upon work supported by the National Science Foundation (NSF; DUE-1610621 and DUE-2044243). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the NSF.

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