Abstract
Teaching students how to conduct impactful gene expression studies within an authentic research paradigm typically relies on hands-on experience to develop skills at the bench, coupled with conceptual understanding of the experiments and their analyses within or outside of the lab setting. The unexpected shift of our gene expression laboratory course to a remote model provided the opportunity to assess how student learning of these skills and concepts would be affected in an entirely online environment. Our data suggest the reduced learning gains for skill-based techniques came with increased student learning of concepts and analysis, which may have aided stimulating student interest in gene expression studies.
Competing Interest Statement
The authors have declared no competing interest.
