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Maintaining Student Engagement during an Abrupt Instructional Transition: Lessons Learned from COVID-19

Because of the COVID-19 pandemic, many colleges and universities announced an abrupt transition to remote learning during the spring 2020 semester. In this report, we discuss the instructional changes that were implemented in an undergraduate microbiology course at a small liberal arts college as a...

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Autores principales: Senn, Siena, Wessner, David R.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: American Society of Microbiology 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8046664/
https://www.ncbi.nlm.nih.gov/pubmed/33884096
http://dx.doi.org/10.1128/jmbe.v22i1.2305
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author Senn, Siena
Wessner, David R.
author_facet Senn, Siena
Wessner, David R.
author_sort Senn, Siena
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description Because of the COVID-19 pandemic, many colleges and universities announced an abrupt transition to remote learning during the spring 2020 semester. In this report, we discuss the instructional changes that were implemented in an undergraduate microbiology course at a small liberal arts college as a result of this transition. The effectiveness of these curricular changes was assessed using a standard course feedback instrument to understand student attitudes and perceptions. Our results indicate that the switch to a thematic focus enhanced the course and specific instructional changes, including the use of preclass introductory videos and electronic forums, were useful and informative. Based on these findings, we propose that relatively minor changes to instructional strategies may enhance remote learning. Moreover, these same changes could be used to improve in-person classes.
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spelling pubmed-80466642021-04-20 Maintaining Student Engagement during an Abrupt Instructional Transition: Lessons Learned from COVID-19 Senn, Siena Wessner, David R. J Microbiol Biol Educ Teaching in a Time of Crisis Because of the COVID-19 pandemic, many colleges and universities announced an abrupt transition to remote learning during the spring 2020 semester. In this report, we discuss the instructional changes that were implemented in an undergraduate microbiology course at a small liberal arts college as a result of this transition. The effectiveness of these curricular changes was assessed using a standard course feedback instrument to understand student attitudes and perceptions. Our results indicate that the switch to a thematic focus enhanced the course and specific instructional changes, including the use of preclass introductory videos and electronic forums, were useful and informative. Based on these findings, we propose that relatively minor changes to instructional strategies may enhance remote learning. Moreover, these same changes could be used to improve in-person classes. American Society of Microbiology 2021-03-31 /pmc/articles/PMC8046664/ /pubmed/33884096 http://dx.doi.org/10.1128/jmbe.v22i1.2305 Text en ©2021 Author(s). Published by the American Society for Microbiology https://creativecommons.org/licenses/by-nc-nd/4.0/This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial-NoDerivatives 4.0 International license (https://creativecommons.org/licenses/by-nc-nd/4.0/ and https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode (https://creativecommons.org/licenses/by-nc-nd/4.0/) ), which grants the public the nonexclusive right to copy, distribute, or display the published work.
spellingShingle Teaching in a Time of Crisis
Senn, Siena
Wessner, David R.
Maintaining Student Engagement during an Abrupt Instructional Transition: Lessons Learned from COVID-19
title Maintaining Student Engagement during an Abrupt Instructional Transition: Lessons Learned from COVID-19
title_full Maintaining Student Engagement during an Abrupt Instructional Transition: Lessons Learned from COVID-19
title_fullStr Maintaining Student Engagement during an Abrupt Instructional Transition: Lessons Learned from COVID-19
title_full_unstemmed Maintaining Student Engagement during an Abrupt Instructional Transition: Lessons Learned from COVID-19
title_short Maintaining Student Engagement during an Abrupt Instructional Transition: Lessons Learned from COVID-19
title_sort maintaining student engagement during an abrupt instructional transition: lessons learned from covid-19
topic Teaching in a Time of Crisis
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8046664/
https://www.ncbi.nlm.nih.gov/pubmed/33884096
http://dx.doi.org/10.1128/jmbe.v22i1.2305
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