Lindh, J., Annerstedt, C., Besier, T., Matheson, G. O., & Rydmark, M. (2016). Evaluation of Parallel Authentic Research-Based Courses in Human Biology on Student Experiences at Stanford University and the University of Gothenburg. Journal of the Scholarship of Teaching and Learning, 16(5), 70–91.
This is an example of researchers and teachers at Stanford University (USA) and the University of Gothenburg (Sweden) co-designing a ten-week interdisciplinary, research-based laboratory course in human biology to be taught online to undergraduate students (syllabus included). Essentials in the subject were taught during the first four weeks of the course. Subsequently, student groups at each university developed their own research questions, conducted live-streamed experiments remotely, processed their unique data with support from multiple interactive resources, cross-cultural collaboration and an interdisciplinary network of expert consultants, and presented original scientific results remotely. Student course-perceptions were evaluated using online questionnaires, reflective blogs, and observations. The course clearly improved student abilities to conduct research using laboratory experiments while learning theoretical basics. A comparison of pre- and post-course scores from student surveys showed that post-course student comfort levels with several research-related tasks increased radically. All participating staff generally agreed that the methods and tools were valuable in this type of course.