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STEM危机教学：使用电子学习工具的课程设计

STEM crisis teaching: Curriculum design with e-learning tools.

作者信息

Van Nuland Sonya E, Hall Elissa, Langley Natalie R

机构信息

Department of Cell Biology and Anatomy Louisiana State University Health Sciences Center New Orleans LA USA.

Office of Applied Scholarship and Education Science Mayo Clinic College of Medicine and Science Mayo Clinic Rochester MN USA.

出版信息

FASEB Bioadv. 2020 Aug 16;2(11):631-637. doi: 10.1096/fba.2020-00049. eCollection 2020 Nov.

DOI:10.1096/fba.2020-00049
PMID:33205004
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC7655092/
Abstract

The COVID-19 pandemic and subsequent social distancing protocols have accelerated the shift to online teaching across the globe. In Science, Technology, Engineering, and Mathematics (STEM) programs this means a shift from face-to-face laboratory instruction to self-directed learning with e-learning tools. Unfortunately, selecting and integrating an e-learning tool into a curriculum can be daunting. This article highlights key questions and practical suggestions instructors should consider in choosing the most effective option for their course and learners.

摘要

新冠疫情及随后的社交距离协议加速了全球范围内向在线教学的转变。在科学、技术、工程和数学（STEM）课程中，这意味着从面对面的实验室教学转向使用电子学习工具的自主学习。不幸的是，选择电子学习工具并将其融入课程可能具有挑战性。本文重点介绍了教师在为其课程和学习者选择最有效选项时应考虑的关键问题和实用建议。

https://cdn.ncbi.nlm.nih.gov/pmc/blobs/38a8/7655092/50a05719eba3/FBA2-2-631-g001.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/38a8/7655092/50a05719eba3/FBA2-2-631-g001.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/38a8/7655092/50a05719eba3/FBA2-2-631-g001.jpg

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STEM crisis teaching: Curriculum design with e-learning tools.

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引用本文的文献

[1]
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[2]
The Impact of Students' Socio-economic Background, Study Habits, and Technology Access on Their Histology Learning Strategy During the COVID-19 Pandemic.

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[3]
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[4]
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[5]
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[6]
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[7]
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[8]
Digital Feast and Physical Famine: The Altered Ecosystem of Anatomy Education due to the Covid-19 Pandemic.

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[9]
Educational leadership in the time of a pandemic: Lessons from two institutions.

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[10]
Making virtual learning engaging and interactive.

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本文引用的文献

[1]
A vision of the use of technology in medical education after the COVID-19 pandemic.

MedEdPublish (2016). 2020-3-26

[2]
The Flipped Classroom in Medical Education: Engaging Students to Build Competency.

J Med Educ Curric Dev. 2015-4-27

[3]
How students choose E-learning resources: The importance of ease, familiarity, and convenience.

FASEB Bioadv. 2020-3-6

[4]
Ophthalmic clinical skills teaching in the time of COVID-19: A crisis and opportunity.

Med Educ. 2020-5-23

[5]
Forced Disruption of Anatomy Education in Australia and New Zealand: An Acute Response to the Covid-19 Pandemic.

Anat Sci Educ. 2020-5-10

[6]
Innovation in Response to the COVID-19 Pandemic Crisis.

Acad Med. 2020-8

[7]
Going Virtual to Support Anatomy Education: A STOPGAP in the Midst of the Covid-19 Pandemic.

Anat Sci Educ. 2020-5

[8]
Medical education during pandemics: a UK perspective.

BMC Med. 2020-4-9

[9]
Medical Student Education in the Time of COVID-19.

JAMA. 2020-6-2

[10]
Educational software usability: Artifact or Design?

Anat Sci Educ. 2017-3

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