Impact of Laboratory Exercises on Undergraduate Learning Outcomes in Online STEM General Education Courses Among Working Adult and Returning Students

Authors

DOI:

https://doi.org/10.24059/olj.v29i2.4470

Keywords:

online laboratory, student satisfaction, student mastery of learning outcomes, STEM education, online learning

Abstract

Fully online courses and degree programs are popular with students. These courses should provide the rigor and value of traditional learning in a face-to-face classroom to ensure mastery of concepts and learning objectives. This research expands previous work to investigate the effectiveness of online laboratory exercises in enhancing student understanding of core concepts taught in fully online introductory astronomy, physics, and biology courses. Identical classes, with or without an online laboratory, were compared to determine gains in content mastery.  A Likert-style survey was also used to quantify student perception of the laboratory component for those courses.  Results indicated astronomy and physics students in online laboratory courses showed significant gains in mastery of learning outcomes whereas biology students in online courses showed more mixed results.  Further, surveys indicated student perceptions strongly support the belief that the labs helped to learn the course material and labs were an effective “hands-on” experience, directly contributing to student satisfaction in all disciplines studied.

Author Biographies

Dr. Kristen A. Miller, The American Public University System

Kristen A. Miller is a professor of Space Studies at the American Public University System (APUS), where she teaches both undergraduate and graduate level courses.  Dr. Miller has been teaching online since 2005 and at APUS for five years. She worked as a Master Reviewer for Ocean County College, where she developed comprehensive Learning Outcomes Concept Maps for both astronomy and physics courses. She has extensive experience converting both undergraduate and graduate courses to OER at APUS. Dr. Miller is the co-editor in Chief of the Space Education and Strategic Applications Journal.  She received her doctoral degree in theoretical astrophysics from the University of Maryland. 

Mr. Joseph Marra, The American Public University System

Mr. J. Marra is a faculty member in the School of Science, Technology, Engineering and Math. He holds M.S. degrees in Mechanical and Nuclear Engineering. J.J. has been teaching natural science and engineering courses in the Electrical Engineering department for American Public University for 14 years.

Dr. Shelli N. Carter, The American Public University System

Dr. Shelli Carter has a PhD in biology with a focus on molecular biology from the University of Alabama and a MS in education with a focus in instructional design and technology from Purdue University. She is an associate professor of Biology and Chemistry at the American Public University System (APUS). Her passions include lifelong learning and science accessibility, leading to 18 years online and face-to-face teaching experience and a return to education full time in 2016. She has extensive course development experience across the higher education spectrum, including OER, asynchronous and synchronous offerings.

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Published

2025-04-23

How to Cite

Miller, K. A., Marra, J., & Carter, S. N. (2025). Impact of Laboratory Exercises on Undergraduate Learning Outcomes in Online STEM General Education Courses Among Working Adult and Returning Students. Online Learning, 29(2). https://doi.org/10.24059/olj.v29i2.4470

Issue

Vol. 29 No. 2 (2025): Online Learning Journal

Section

Students, Community, and Online Learning

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Copyright (c) 2025 Dr. Kristen A. Miller, Mr. Joseph Marra, Dr. Shelli N. Carter

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