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Ten strategies for a successful transition to remote learning: Lessons learned with a flipped course

Transitioning from in‐person to remote learning can present challenges for both the instructional team and the students. Here, we use our course “Biodiversity in the Age of Humans” to describe how we adapted tools and strategies designed for a flipped classroom to a remote learning format. Using ano...

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Autores principales: Garcia‐Vedrenne, Ana E., Orland, Chloé, Ballare, Kimberly M., Shapiro, Beth, Wayne, Robert K.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: John Wiley and Sons Inc. 2020
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7679550/
https://www.ncbi.nlm.nih.gov/pubmed/33250998
http://dx.doi.org/10.1002/ece3.6760
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author Garcia‐Vedrenne, Ana E.
Orland, Chloé
Ballare, Kimberly M.
Shapiro, Beth
Wayne, Robert K.
author_facet Garcia‐Vedrenne, Ana E.
Orland, Chloé
Ballare, Kimberly M.
Shapiro, Beth
Wayne, Robert K.
author_sort Garcia‐Vedrenne, Ana E.
collection PubMed
description Transitioning from in‐person to remote learning can present challenges for both the instructional team and the students. Here, we use our course “Biodiversity in the Age of Humans” to describe how we adapted tools and strategies designed for a flipped classroom to a remote learning format. Using anonymous survey data collected from students who attended the course either in‐person (2019) or remotely (2020), we quantify student expectations and experiences and compare these between years. We summarize our experience and provide ten “tips” or recommendations for a transition to remote learning, which we divide into three categories: (a) precourse instructor preparation; (b) outside of class use of online materials; and (c) during class student engagement. The survey results indicated no negative impact on student learning during the remote course compared to in‐person instruction. We found that communicating with students and assessing specific needs, such as access to technology, and being flexible with the structure of the course, simplified the transition to remote instruction. We also found that short, pre‐recorded videos that introduce subject materials were among the most valuable elements for student learning. We hope that instructors of undergraduate ecology and evolution courses can use these recommendations to help establish inclusive online learning communities that empower students to acquire conceptual knowledge and develop scientific inquiry and literacy skills.
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spelling pubmed-76795502020-11-27 Ten strategies for a successful transition to remote learning: Lessons learned with a flipped course Garcia‐Vedrenne, Ana E. Orland, Chloé Ballare, Kimberly M. Shapiro, Beth Wayne, Robert K. Ecol Evol Academic Practice in Ecology and Evolution Transitioning from in‐person to remote learning can present challenges for both the instructional team and the students. Here, we use our course “Biodiversity in the Age of Humans” to describe how we adapted tools and strategies designed for a flipped classroom to a remote learning format. Using anonymous survey data collected from students who attended the course either in‐person (2019) or remotely (2020), we quantify student expectations and experiences and compare these between years. We summarize our experience and provide ten “tips” or recommendations for a transition to remote learning, which we divide into three categories: (a) precourse instructor preparation; (b) outside of class use of online materials; and (c) during class student engagement. The survey results indicated no negative impact on student learning during the remote course compared to in‐person instruction. We found that communicating with students and assessing specific needs, such as access to technology, and being flexible with the structure of the course, simplified the transition to remote instruction. We also found that short, pre‐recorded videos that introduce subject materials were among the most valuable elements for student learning. We hope that instructors of undergraduate ecology and evolution courses can use these recommendations to help establish inclusive online learning communities that empower students to acquire conceptual knowledge and develop scientific inquiry and literacy skills. John Wiley and Sons Inc. 2020-10-16 /pmc/articles/PMC7679550/ /pubmed/33250998 http://dx.doi.org/10.1002/ece3.6760 Text en © 2020 The Authors. Ecology and Evolution published by John Wiley & Sons Ltd 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 Academic Practice in Ecology and Evolution
Garcia‐Vedrenne, Ana E.
Orland, Chloé
Ballare, Kimberly M.
Shapiro, Beth
Wayne, Robert K.
Ten strategies for a successful transition to remote learning: Lessons learned with a flipped course
title Ten strategies for a successful transition to remote learning: Lessons learned with a flipped course
title_full Ten strategies for a successful transition to remote learning: Lessons learned with a flipped course
title_fullStr Ten strategies for a successful transition to remote learning: Lessons learned with a flipped course
title_full_unstemmed Ten strategies for a successful transition to remote learning: Lessons learned with a flipped course
title_short Ten strategies for a successful transition to remote learning: Lessons learned with a flipped course
title_sort ten strategies for a successful transition to remote learning: lessons learned with a flipped course
topic Academic Practice in Ecology and Evolution
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7679550/
https://www.ncbi.nlm.nih.gov/pubmed/33250998
http://dx.doi.org/10.1002/ece3.6760
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