A Pandemic Crash Course: Learning to Teach Equitably in Synchronous Online Classes

Autor/inn/en	Reinholz, Daniel L.; Stone-Johnstone, Amelia; White, Isabel; Sianez, Lorenzo M., Jr.
Titel	A Pandemic Crash Course: Learning to Teach Equitably in Synchronous Online Classes
Quelle	In: CBE - Life Sciences Education, 19 (2020) 4, Artikel 60 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
Schlagwörter	Teaching Methods; Web Based Instruction; Online Courses; Synchronous Communication; Computer Mediated Communication; Equal Education; Faculty Development; Communities of Practice; Student Participation; COVID-19; Pandemics; Instructional Innovation; Science Teachers; Biology; Norms; Teacher Student Relationship; Computer Software; Curriculum Development; College Faculty + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Web Based Training; Online course; Online-Kurs; Computerkonferenz; Community; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Educational Innovation; Bildungsinnovation; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Biologie; Normwert; Teacher student relationships; Lehrer-Schüler-Beziehung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Fakultät
Abstract	This article describes an equity-focused professional learning community that used the EQUIP observation protocol to provide data analytics to instructors. The learning community met during Spring 2020, and due to the global coronavirus pandemic, it moved online midsemester. This article describes patterns of student participation and how they were impacted in moving online. We found that student participation dropped significantly in moving online, but instructors were able to implement new teaching strategies to increase participation. We document seven concrete strategies that instructors used to promote equitable participation in their online classes and that can be incorporated by biology educators into their online teaching. The strategies were: 1) re-establishing norms, 2) using student names, 3) using breakout rooms, 4) leveraging chat-based participation, 5) using polling software, 6) creating an inclusive curriculum, and 7) cutting content to maintain rigor. In addition, we describe the faculty learning process and how EQUIP data and the learning community environment supported instructors to change their practices. (As Provided).
Anmerkungen	American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01