After the sudden transition to remote instruction in the spring 2020 semester due to the onset of the COVID-19 pandemic, physics lab instructors rapidly began to prepare for hybrid and/or fully remote instruction for the fall 2020 semester. In this paper, an asynchronous introductory physics lab course structure implemented at Saint Vincent College, a four-year liberal arts college, in the fall 2020 semester is described. Feedback on the students’ experience with the asynchronous format is summarized from student course evaluations. Results from the Colorado Learning Attitudes about Science Survey for Experimental Physics are used to evaluate how the course affected student attitudes toward experimental physics.

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