Success of Distance Learning during 2020 COVID-19 Restrictions: A Report from Five STEM Training Programs for Underrepresented High School and Undergraduate Learners

Autor/inn/en	Fung, Ellen B.; Frey, Mark R.; Valmont, Mary Eustace; Caffey-Fleming, Dolores E.; Fraser, Marilyn; Williams, Janille; Killilea, David W.; Bogenmann, Emil; Livshits, Solomon; Boone, David N.
Titel	Success of Distance Learning during 2020 COVID-19 Restrictions: A Report from Five STEM Training Programs for Underrepresented High School and Undergraduate Learners
Quelle	In: Journal of STEM Outreach, 4 (2021) 3, (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2576-6767
Schlagwörter	Distance Education; Electronic Learning; Virtual Classrooms; COVID-19; Pandemics; STEM Education; Biomedicine; Research Training; Data Interpretation; Program Effectiveness; Summer Programs; Youth Programs; Internship Programs; Outreach Programs; Mentors; Undergraduate Students; High School Students; Minority Group Students; Disproportionate Representation; Student Satisfaction; Student Interests; New York (New York); Pennsylvania (Pittsburgh); California (Los Angeles); California (Oakland) + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; STEM; Biomedizin; Data evaluation; Datenauswertung; Sommerkurs; Jugendsofortprogramm; Berufspraktische Ausbildung; Jobcoaching; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Studieninteresse
Abstract	In 2020, STEM training programs across the country were challenged to provide support to students during a nation-wide shutdown of research institutions in response to the COVID-19 pandemic. Five U.S. high school science internship programs funded by the Doris Duke Charitable Foundation, with a history of collaboration, developed innovative strategies for distance-learning (DL) opportunities during the pandemic. Forty under-represented high school and undergraduate students were paired with scientific mentors at one of the programs for a DL scientific internship. Summer training combined synchronous and asynchronous programming with research projects adapted for DL success. Ninety-five percent of students who participated were satisfied with the training experience, nearly identical to exit survey responses from 2019 when our programs were held in-person. More students were interested in pursuing a career in research at the end of the program and credited the DL experience with increasing interest in research careers. Some DL elements were ideal for underrepresented youth, including a more flexible schedule and elimination of cost and time for travel. While the lack of in-person instruction challenged our ability to create a strong student community, we found that preparation, communication, and flexibility were key elements to these successful DL programs. The increased emphasis on interpretation and analysis of data, rather than data collection, enhanced student learning. This manuscript highlights the changes made to our curricula, elements which were most successful, and recommends strategies for future distance-learning programming. (As Provided).
Anmerkungen	Journal of STEM Outreach. PMB 0367, 230 Appleton Place, Nashville, TN 37203. e-mail: jstemoutreach@vanderbilt.edu; Web site: https://www.jstemoutreach.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01