STEM crisis teaching: Curriculum design with e‐learning tools

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...

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Detalles Bibliográficos
Autores principales: Van Nuland, Sonya E., Hall, Elissa, Langley, Natalie R.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: John Wiley and Sons Inc. 2020
Materias:
Perspectives
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7655092/
https://www.ncbi.nlm.nih.gov/pubmed/33205004
http://dx.doi.org/10.1096/fba.2020-00049
Descripción
Sumario: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.

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