{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,2]],"date-time":"2026-10-02T09:58:22Z","timestamp":1790935102807,"version":"4.1.0"},"reference-count":98,"publisher":"Oxford University Press (OUP)","issue":"1","license":[{"start":{"date-parts":[[2026,9,18]],"date-time":"2026-09-18T00:00:00Z","timestamp":1789689600000},"content-version":"vor","delay-in-days":260,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"funder":[{"DOI":"10.13039\/100000001","name":"National Science Foundation","doi-asserted-by":"publisher","award":["DUE-2044189"],"award-info":[{"award-number":["DUE-2044189"]}],"id":[{"id":"10.13039\/100000001","id-type":"DOI","asserted-by":"publisher"}]},{"DOI":"10.13039\/100000001","name":"National Science Foundation","doi-asserted-by":"publisher","award":["DGE-2430496"],"award-info":[{"award-number":["DGE-2430496"]}],"id":[{"id":"10.13039\/100000001","id-type":"DOI","asserted-by":"publisher"}]},{"name":"Cornell Arts and Sciences Nexus Scholars Program"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2026,1,14]]},"abstract":"<jats:title>Synopsis<\/jats:title>\n                  <jats:p>Extensive studies and meta-analyses have shown that active learning in science, technology, engineering, and mathematics courses improve equitable learning outcomes compared to traditional lecture. Before the COVID-19 pandemic, most active learning studies focused on in-person instruction, but as online and hybrid teaching continues to be explored as a potential avenue to deliver course content to more students, the field is exploring the efficacy of active learning practices in online courses. Several studies have compared student course performance and affective dispositions toward active learning practices between online and in-person courses, yet there has been limited work examining experiences from the instructor\u2019s perspective. The future of online teaching is at a critical juncture as institutions decide whether and how to scale online biology instruction in ways that are sustainable for instructors while conferring positive learning outcomes for all students. In this study, we surveyed a national sample of higher education biology instructors who taught both in-person and online biology courses using active learning. This survey compares instructor experiences using active learning in their most recently taught online and in-person biology courses. We also asked instructors about insights into barriers and relative advantages of implementing active learning in online biology courses. Instructors perceived active learning to be aligned with their preferred pedagogical styles in both in-person and online courses, yet they viewed active learning implementation significantly more positively for their in-person courses. Instructors perceived that there was weaker departmental support and visible resources for supporting active learning in their online courses. The reported barriers for using active learning in online courses largely centered around student engagement and buy-in, and active learning strategies that worked better in the online courses were typically attributed to structural advantages of the activities in the online modality rather than pedagogical innovation. Informed by advice curated from the participant sample, we provide recommendations that focus on opportunities to improve active learning in online biology courses.<\/jats:p>","DOI":"10.1093\/iob\/obag053","type":"journal-article","created":{"date-parts":[[2026,9,17]],"date-time":"2026-09-17T19:22:12Z","timestamp":1789672932000},"source":"Crossref","is-referenced-by-count":0,"title":["\u201cAm I Teaching into the Void?\u201d Instructor Perceptions of Active Learning in Online Biology Courses"],"prefix":"10.1093","volume":"8","author":[{"given":"Austin L","family":"Zuckerman","sequence":"first","affiliation":[{"name":"Department of Ecology and Evolutionary Biology, Cornell University , Ithaca, NY 14853 ,","place":["USA"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-8458-4741","authenticated-orcid":false,"given":"David","family":"Esparza","sequence":"additional","affiliation":[{"name":"Department of Ecology and Evolutionary Biology, Cornell University , Ithaca, NY 14853 ,","place":["USA"]},{"name":"Department of Physics, Drexel University , Philadelphia, PA ,","place":["USA"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Yanwei C","family":"Liu","sequence":"additional","affiliation":[{"name":"Department of Ecology and Evolutionary Biology, Cornell University , Ithaca, NY 14853 ,","place":["USA"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-7721-7417","authenticated-orcid":false,"given":"Michelle K","family":"Smith","sequence":"additional","affiliation":[{"name":"Department of Ecology and Evolutionary Biology, Cornell University , Ithaca, NY 14853 ,","place":["USA"]}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"286","published-online":{"date-parts":[[2026,9,18]]},"reference":[{"key":"2026100205412559100_bib1","article-title":"Vision and change in undergraduate biology education: a call to action","author":"AAAS","year":"2011"},{"key":"2026100205412559100_bib3","doi-asserted-by":"publisher","first-page":"22","DOI":"10.2505\/4\/jcst13_043_02_22","article-title":"Implementing pedagogical change in introductory biology courses through the use of faculty learning communities","volume":"43","author":"Addis","year":"2013","journal-title":"J Coll Sci Teach"},{"key":"2026100205412559100_bib4","doi-asserted-by":"publisher","first-page":"e00203","DOI":"10.1128\/jmbe.00203-23","article-title":"Open Resources for Biology Education (ORBE): a resource collection","volume":"25","author":"Ahmed","year":"2024","journal-title":"J Microbiol Biol Educ"},{"key":"2026100205412559100_bib6","volume-title":"The Extent and Promise of Blended Education in the United States","author":"Allen","year":"2007"},{"key":"2026100205412559100_bib7","doi-asserted-by":"publisher","first-page":"ar7","DOI":"10.1187\/cbe.14-05-0084","article-title":"It\u2019s personal: biology instructors prioritize personal evidence over empirical evidence in teaching decisions","volume":"14","author":"Andrews","year":"2015","journal-title":"CBE Life Sci Educ"},{"key":"2026100205412559100_bib8a","doi-asserted-by":"publisher","DOI":"10.1187\/cbe.11-07-0061","article-title":"Active learning not associated with student learning in a random sample of college biology courses","volume":"10","author":"Andrews","year":"2011","journal-title":"CBE Life Sci Educ"},{"key":"2026100205412559100_bib8","doi-asserted-by":"publisher","first-page":"e0247544","DOI":"10.1371\/journal.pone.0247544","article-title":"What really impacts the use of active learning in undergraduate STEM education? 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