Adkins-Jablonsky Sarah, Fleming Ryleigh, Esteban Marco, Bucio Diana, Morris J Jeffrey, Raut Samiksha
Department of Biology, University of Alabama at Birmingham, Birmingham, AL 35294.
Dougherty Valley High School, San Ramon, CA 94582.
J Microbiol Biol Educ. 2021 Mar 31;22(1). doi: 10.1128/jmbe.v22i1.2489. eCollection 2021.
Educators need to create an informed scientifically aware citizenry, especially in the era of the COVID-19 pandemic, where public health measures have focused on increasing adoption of safe behaviors for reducing the transmission of COVID-19. Non-major science students make up an important, yet understudied, part of our public, given that they constitute tomorrow's voters, workers, consumers, and policy-makers. Expecting that non-majors may benefit from a module connecting COVID-19 to community education, we implemented a novel E-service-learning module in light of the transition from an in-person course to an online platform. Our 4-week module included expert-led lectures, assigned digital infographics about COVID-19 safety precautions, and a required post-reflection assignment summarizing their learning gains. Out of 112 enrolled students, 87 consented to have their reflections analyzed and 8 students chose to participate in additional one-on-one online interviews. In an effort to determine which parts of our module garnered the most student commentary, we grouped post-reflection and interview data into four categories: service-learning infographic, service-learning guest lectures, information on COVID-19, and the broader implications of COVID-19. While 13% of students explicitly referenced infographics in their reflections, a far greater proportion (37%) explicitly referenced learning gains related to the expert-led lectures. Based on these findings, we encourage other educators to continue to explore the impact of E-service-learning content and assignments to help maximize learning in an online classroom environment during the COVID-19 pandemic and beyond.
教育工作者需要培养有见识、具备科学素养的公民，尤其是在新冠疫情时代，此时公共卫生措施着重于促使人们更多地采取安全行为以减少新冠病毒的传播。非理工科专业的学生是公众的重要组成部分，但却未得到充分研究，因为他们构成了未来的选民、工人、消费者和政策制定者。鉴于非理工科专业的学生可能会从一个将新冠疫情与社区教育联系起来的模块中受益，我们根据课程从面授向在线平台的转变，实施了一个新颖的电子服务学习模块。我们为期四周的模块包括专家主导的讲座、关于新冠疫情安全预防措施的指定数字信息图表，以及一项要求学生总结学习收获的反思后作业。在112名注册学生中，87名同意对他们的反思进行分析，8名学生选择参加额外的一对一在线访谈。为了确定我们模块的哪些部分获得了学生最多的评论，我们将反思后和访谈数据分为四类：服务学习信息图表、服务学习客座讲座、关于新冠疫情的信息，以及新冠疫情的更广泛影响。虽然13%的学生在反思中明确提到了信息图表，但明确提到与专家主导讲座相关学习收获的学生比例要高得多（37%）。基于这些发现，我们鼓励其他教育工作者继续探索电子服务学习内容和作业的影响，以帮助在新冠疫情期间及之后的在线课堂环境中最大限度地提高学习效果。
