Home-Based Microbiology Laboratory: Perceptions and Experience among Diploma in Pharmacy Students
Bibliographic record
Abstract
Due to the COVID-19 pandemic, an online home-based microbiology laboratory has been developed to replace the gap for psychomotor aspect and to enrich the online learning experience. This study was conducted to assess students’ perceptions of online and distance learning (ODL) for microbiology laboratory learning experiences among diploma in pharmacy students. A total of 130 students participated in this newly designed ODL home-based laboratory whereby an online survey was used to collect their opinions. Overall, students’ perceptions towards ODL laboratory experience were positive whereby they believed to have gained new knowledge from the laboratory sessions. Students stated that the practical was satisfying (64.4%) and convenient to their schedules (58.7%). Almost three quarter of the students (71%) enjoyed the practical sessions whilst 37.5% of them thought the hands-on kit enhanced their understanding of the laboratory experiments. Nevertheless, 85.6% of them encountered problems with observations of their experiments while others had difficulties with aseptic techniques and hands-on kits. Undoubtedly, 77.9% of them still favour face-to-face compared to ODL laboratory sessions. Our findings suggest that our ODL home-based laboratory have improved students' understanding of the laboratory experiments leading to positive ODL experiences.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".