This study examines and describes how various online remote laboratory courses, necessitated by the COVID-19 pandemic, were implemented at Hankuk University in Korea in 2020. We compared four general undergraduate laboratory courses, one each for physics, chemistry, biology, and earth science, and two major-level laboratory courses taught during the spring and fall of 2020. Employing a sociocultural perspective, we examined how the changes in structures at the macro-, meso-, and micro-levels shaped the responses of educational authorities and impacted the agency of university instructors. Instructors implemented various remote laboratory courses in each content area dependent upon availability and access to material resources, including access to video of laboratory activities, and also based on the nature of experimental data associated with each content area. Drawing from survey responses and in-depth interviews with instructors and students, we share findings about how instructor practices impacted the interactions of students, the processes for evaluation, and student learning. We discuss how the global pandemic has re-ignited the debate about the role and value of experimental laboratory activities for undergraduate science majors and about the significance of hands-on versus minds-on science learning. Implications for how universities approach laboratory coursework in the post-COVID-19 are discussed, and questions for university science instruction are raised for future research.

本研究探讨并描述了 2020 年韩国韩国大学如何实施因 COVID-19 大流行而需要的各种在线远程实验室课程。我们比较了四门普通本科实验室课程，物理、化学、生物学和地球科学各一门，以及 2020 年春季和秋季教授的两门专业水平实验室课程。我们采用社会文化视角，研究了宏观、中观和微观层面的结构变化如何塑造教育当局的反应并影响大学教师机构。讲师在每个内容领域实施了各种远程实验室课程，具体取决于材料资源的可用性和访问权限，包括实验室活动视频的访问权限，并且还基于与每个内容领域相关的实验数据的性质。根据调查回复以及对教师和学生的深入访谈，我们分享了关于教师实践如何影响学生互动、评估过程和学生学习的发现。我们讨论全球大流行如何重新引发关于科学专业本科生实验实验室活动的作用和价值的争论，以及关于动手和动脑科学学习的重要性的争论。讨论了新冠病毒 (COVID-19) 后大学如何处理实验室课程的影响，并提出了大学科学教学的问题以供未来研究。