Instructional Innovations in College-Level Molecular Bioscience Labs during the Pandemic-Induced Shift to Online Learning

Autor/inn/en	Yu, Alder; Wisinski, Jaclyn; Osmundson, Todd; Sanderfoot, Anton; Cooper, Scott; Klein, Jennifer
Titel	Instructional Innovations in College-Level Molecular Bioscience Labs during the Pandemic-Induced Shift to Online Learning
Quelle	In: Education Sciences, 12 (2022), Artikel 230 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Yu, Alder) ORCID (Wisinski, Jaclyn) ORCID (Osmundson, Todd) ORCID (Sanderfoot, Anton) ORCID (Klein, Jennifer)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Instructional Innovation; College Science; Molecular Biology; COVID-19; Pandemics; Distance Education; Electronic Learning; Educational Change; Undergraduate Students; Genetics; Wisconsin + Suchen Sie Ihr Suchwort? Educational Innovation; Bildungsinnovation; Molekularbiologie; Distance study; Distance learning; Fernunterricht; Bildungsreform; Humangenetik
Abstract	The COVID-19 pandemic ushered in an unprecedented period of both crisis and innovation in higher education. The shift to an online learning environment was particularly problematic for courses in which students learn disciplinary practices. Scientific practice requires hands-on training and collaborative engagement with instructors and peers, dimensions of the learning environment that were challenging to recreate online. Here, we describe the resulting instructional innovations and challenges experienced in shifting multiple undergraduate- and graduate-level molecular bioscience labs, including Genetics, Cell Biology, Bioinformatics, and Advanced Microscopy, to an online learning environment. Instructors pursued novel approaches, techniques, and at-home lab tools with varying success. Many innovations were retained after the transition back to an in-person learning environment because they uniquely supported previously overlooked aspects of student learning. Consistent with other reports, we found that marginalized students pursuing science were disproportionately burdened by COVID-19 and the shift to an online learning environment. A description of what worked for online learning, what didn't, and what is worth holding onto in the future is valuable for constructing learning environments that effectively support learners in their disciplinary practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01