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
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author Van Nuland, Sonya E.
Hall, Elissa
Langley, Natalie R.
author_facet Van Nuland, Sonya E.
Hall, Elissa
Langley, Natalie R.
author_sort Van Nuland, Sonya E.
collection PubMed
description 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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spelling pubmed-76550922020-11-16 STEM crisis teaching: Curriculum design with e‐learning tools Van Nuland, Sonya E. Hall, Elissa Langley, Natalie R. FASEB Bioadv Perspectives 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. John Wiley and Sons Inc. 2020-08-16 /pmc/articles/PMC7655092/ /pubmed/33205004 http://dx.doi.org/10.1096/fba.2020-00049 Text en ©2020 The Authors. FASEB BioAdvances published by The Federation of American Societies for Experimental Biology This is an open access article under the terms of the http://creativecommons.org/licenses/by/4.0/ License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.
spellingShingle Perspectives
Van Nuland, Sonya E.
Hall, Elissa
Langley, Natalie R.
STEM crisis teaching: Curriculum design with e‐learning tools
title STEM crisis teaching: Curriculum design with e‐learning tools
title_full STEM crisis teaching: Curriculum design with e‐learning tools
title_fullStr STEM crisis teaching: Curriculum design with e‐learning tools
title_full_unstemmed STEM crisis teaching: Curriculum design with e‐learning tools
title_short STEM crisis teaching: Curriculum design with e‐learning tools
title_sort stem crisis teaching: curriculum design with e‐learning tools
topic Perspectives
url 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
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