Evidence-Based Course Modification to Support Learner-Centered and Student-Driven Teaching in a Pandemic: Leveraging Digital and Physical Space for Accessible, Equitable, and Motivating Experiential Learning and Scientific Inquiry in a First-Year Biology Course

Autor/inn/en	Robertson, Lisa; Porter, Elizabeth; Smith, M. Alex; Jacobs, Shoshanah
Titel	Evidence-Based Course Modification to Support Learner-Centered and Student-Driven Teaching in a Pandemic: Leveraging Digital and Physical Space for Accessible, Equitable, and Motivating Experiential Learning and Scientific Inquiry in a First-Year Biology Course
Quelle	In: International Journal of Higher Education, 10 (2021) 7, S.96-109 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-6044
Schlagwörter	Evidence Based Practice; Student Centered Learning; COVID-19; Pandemics; Electronic Learning; Physical Environment; Virtual Classrooms; Space Utilization; Access to Education; Equal Education; Learning Motivation; Experiential Learning; Inquiry; College Science; College Freshmen; Biology; Sense of Community; Computer Mediated Communication; Discussion Groups; Well Being; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Natürliche Umwelt; Raumnutzung; Education; Access; Bildung; Zugang; Bildungszugang; Motivation for studies; Lernmotivation; Experiental learning; Erfahrungsorientiertes Lernen; Studienanfänger; Biologie; Computerkonferenz; Well-being; Wellness; Wohlbefinden; Ausland; Kanada
Abstract	The COVID-19 pandemic posed, and continues to pose, many challenges to teaching and learning, most notably the need to pivot from traditional in-person course instruction and experiences to entirely virtual course delivery while maintaining course rigor and quality. Our guiding principle for course modification was the critical need for an equitable, accessible, engaging, and motivating learning experience for students that maintained the learning outcomes and objectives of the course in a fully virtual and digitized format. This paper illustrates the evidence-based approach that the instructional team of a first-year biology experiential learning course took in response to the need for instruction to occur in virtual space and time for the Fall 2020 (September to December 2020) semester. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01