International Educators' Attitudes, Experiences, and Recommendations after an Abrupt Transition to Remote Physiology Laboratories

Autor/inn/en	Choate, Julia; Aguilar-Roca, Nancy; Beckett, Elizabeth; Etherington, Sarah; French, Michelle; Gaganis, Voula; Haigh, Charlotte; Scott, Derek; Sweeney, Terrence; Zubek, John
Titel	International Educators' Attitudes, Experiences, and Recommendations after an Abrupt Transition to Remote Physiology Laboratories
Quelle	In: Advances in Physiology Education, 45 (2021) 2, S.310-321 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Scott, Derek)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-4046
Schlagwörter	COVID-19; Pandemics; Physiology; Higher Education; Online Courses; School Closing; Distance Education; Educational Technology; Technology Uses in Education; Laboratories; Computer Simulation; Barriers; College Faculty; Foreign Countries; Stress Variables; Interaction; Teaching Methods; Evaluation Methods; Faculty Workload; Faculty Development; Teacher Collaboration; Australia + Suchen Sie Ihr Suchwort? Physiologie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Online course; Online-Kurs; School closings; Schule; Schließung; Schließung (von Schulen); Distance study; Distance learning; Fernunterricht; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Laboratory; Laboratorium; Computergrafik; Computersimulation; Fakultät; Ausland; Interaktion; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerkooperation; Australien
Abstract	The COVID-19 pandemic triggered university lockdowns, forcing physiology educators to rapidly pivot laboratories into a remote delivery format. This study documents the experiences of an international group of 10 physiology educators surrounding this transition. They wrote reflective narratives, framed by guiding questions, to answer the research question: "What were the changes to physiology laboratories in response to the COVID-19 pandemic?" These narratives probed educators' attitudes toward virtual laboratories before, during, and after the transition to remote delivery. Thematic analysis of the reflections found that before COVID-19 only a few respondents had utilized virtual laboratories and most felt that virtual laboratories could not replace the in-person laboratory experience. In response to university lockdowns, most respondents transitioned from traditional labs to remote formats within a week or less. The most common remote delivery formats were commercially available online physiology laboratories, homemade videos, and sample experimental data. The main challenges associated with the rapid remote transition included workload and expertise constraints, disparities in online access and workspaces, issues with academic integrity, educator and student stress, changes in learning outcomes, and reduced engagement. However, the experience generated opportunities including exploration of unfamiliar technologies, new collaborations, and revisiting the physiology laboratory curriculum and structure. Most of the respondents reported planning on retaining some aspects of the remote laboratories post-pandemic, particularly with a blended model of remote and on-campus laboratories. This study concludes with recommendations for physiology educators as to how they can successfully develop and deliver remote laboratories. (As Provided).
Anmerkungen	American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: https://www.physiology.org/journal/advances
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01