Morrison Erin S, Naro-Maciel Eugenia, Bonney Kevin M
Liberal Studies, New York University, 726 Broadway, 6th Floor, New York, NY 10003.
J Microbiol Biol Educ. 2021 Mar 31;22(1). doi: 10.1128/jmbe.v22i1.2341. eCollection 2021.
The sudden switch from predominantly in-person to remote learning across all levels of education due to the COVID-19 pandemic posed many challenges, including transitioning in-person active learning efforts to an online format. Although active learning has increased student engagement in science, it can be challenging to effectively integrate into remote courses. Adapting in-person classroom approaches to maintain timely and effective communication, provide equitable access to course materials, and encourage class participation in remote environments proved especially difficult for many instructors engaging in remote learning during the pandemic, often for the first time. As instructors of in-person undergraduate introductory biology courses, we present three different solutions developed during the pandemic to address the challenges of adapting an experiential hands-on activity, an interactive lab, and a research project for remote learning. We found that instructors can leverage the flexibility of the online environment and use existing remote tools to expand active learning possibilities and create meaningful classroom connections, even at a distance.
由于新冠疫情，各级教育突然从主要的面授学习转向远程学习，这带来了许多挑战，包括将面授的主动学习活动转变为在线形式。尽管主动学习提高了学生在科学方面的参与度，但要有效地融入远程课程可能具有挑战性。事实证明，对于许多在疫情期间首次参与远程学习的教师来说，调整面授课堂方法以保持及时有效的沟通、提供公平获取课程材料的机会以及鼓励学生在远程环境中参与课堂尤其困难。作为本科生物学入门面授课程的教师，我们展示了在疫情期间开发的三种不同解决方案，以应对将体验式实践活动、互动实验室和研究项目改编为远程学习的挑战。我们发现，教师可以利用在线环境的灵活性，并使用现有的远程工具来扩大主动学习的可能性，即使相隔甚远也能建立有意义的课堂联系。
