Leveraging Undergraduate Learning Assistants to Engage Students during Remote Instruction: Strategies and Lessons Learned from Four Institutions

Autor/inn/en	Emenike, Mary E.; Schick, Carolyn P.; Van Duzor, Andrea Gay; Sabella, Mel S.; Hendrickson, Susan M.; Langdon, Laurie S.
Titel	Leveraging Undergraduate Learning Assistants to Engage Students during Remote Instruction: Strategies and Lessons Learned from Four Institutions
Quelle	In: Journal of Chemical Education, 97 (2020) 9, S.2502-2511 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Emenike, Mary E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
Schlagwörter	College Science; Distance Education; Learner Engagement; Chemistry; Undergraduate Students; Peer Teaching; Science Instruction; COVID-19; Pandemics; Technology Uses in Education; Organic Chemistry; Change; College Faculty; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Chemie; Peer group teaching; Peer Group Teaching; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Organische Chemie; Wandel; Fakultät; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	As chemistry courses across the country transitioned to remote instruction during the Winter/Spring 2020 term because of the COVID-19 pandemic, teaching teams with undergraduate Learning Assistants (LAs) faced unique challenges to maintain active, collaborative, and inclusive class experiences. While technology access and limitations presented challenges, the technology available through learning management systems, group text-based messaging apps, and video conferencing enabled instructors and LAs to offer synchronous sessions during normally scheduled class time, delivery of asynchronous content, and continued student support. In this article, the collective experiences from general and organic chemistry courses taught with LAs at four institutions are described. Challenges, successes, and lessons learned at these institutions are summarized based on four themes: technology with general remote learning, changes in course structure teaching with LAs, changes in the ways LAs interact with instructors and students, and changes in the lives of the LAs. In many cases, LAs were essential to student success in these novel learning spaces. (As Provided).
Anmerkungen	Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01