Ten strategies for a successful transition to remote learning: Lessons learned with a flipped course.
Ten strategies for a successful transition to remote learning: Lessons learned with a flipped course.
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成功过渡到远程学习的十种策略：通过翻转课程学习的经验教训。
DOI：
10.1002/ece3.6760
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发表时间：
2020-11
影响因子：
2.6
通讯作者：
Wayne RK
中科院分区：
文献类型：
--
作者：
Garcia-Vedrenne AE;Orland C;Ballare KM;Shapiro B;Wayne RK
从面对面学习过渡到远程学习可能会给教学团队和学生带来挑战。在这里，我们使用“人类时代的生物多样性”课程来描述我们如何将专为翻转课堂设计的工具和策略调整为远程学习形式。使用从亲自参加课程（2019 年）或远程参加课程（2020 年）的学生收集的匿名调查数据，我们量化了学生的期望和体验，并在年份之间进行比较。我们总结了我们的经验，并提供了十个过渡到远程学习的“技巧”或建议，我们将其分为三类：(a) 课前讲师准备； (b) 在课堂之外使用在线材料； (c) 课堂上学生的参与度。调查结果表明，与面对面教学相比，远程课程对学生的学习没有负面影响。我们发现，与学生沟通并评估特定需求（例如获得技术的机会）以及灵活调整课程结构可以简化向远程教学的过渡。我们还发现，介绍学科材料的预先录制的简短视频是对学生学习最有价值的元素之一。我们希望本科生生态学和进化论课程的教师能够利用这些建议来帮助建立包容性的在线学习社区，使学生能够获得概念知识并培养科学探究和读写技能。从面对面学习过渡到远程学习可能会给教学团队和学生带来挑战。在这里，我们使用“人类时代的生物多样性”课程来描述我们如何将专为翻转课堂设计的工具和策略应用于远程学习。我们提供十个“技巧”，将其分为三类：(a) 课前讲师准备； (b) 在课堂之外使用在线材料； (c) 课堂上学生的参与度。我们希望本科生生态学和进化论课程的教师可以利用这些建议来帮助建立包容性的在线学习社区，为学生提供帮助。
Transitioning from in‐person to remote learning can present challenges for both the instructional team and the students. Here, we use our course “Biodiversity in the Age of Humans” to describe how we adapted tools and strategies designed for a flipped classroom to a remote learning format. Using anonymous survey data collected from students who attended the course either in‐person (2019) or remotely (2020), we quantify student expectations and experiences and compare these between years. We summarize our experience and provide ten “tips” or recommendations for a transition to remote learning, which we divide into three categories: (a) precourse instructor preparation; (b) outside of class use of online materials; and (c) during class student engagement. The survey results indicated no negative impact on student learning during the remote course compared to in‐person instruction. We found that communicating with students and assessing specific needs, such as access to technology, and being flexible with the structure of the course, simplified the transition to remote instruction. We also found that short, pre‐recorded videos that introduce subject materials were among the most valuable elements for student learning. We hope that instructors of undergraduate ecology and evolution courses can use these recommendations to help establish inclusive online learning communities that empower students to acquire conceptual knowledge and develop scientific inquiry and literacy skills. Transitioning from in‐person to remote learning can present challenges for both the instructional team and the students. Here, we use our course “Biodiversity in the Age of Humans” to describe how we adapted tools and strategies designed for a flipped classroom to remote learning. We provide ten “tips,” which we divide into three categories: (a) precourse instructor preparation; (b) outside of class use of online materials; and (c) during class student engagement. We hope that instructors of undergraduate ecology and evolution courses can use these recommendations to help establish inclusive online learning communities that empower students.
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DOI：
10.1187/cbe.03-03-0010
发表时间：
2003-01-01
期刊：
Cell biology education
影响因子：
--
作者：
Tanner, Kimberly;Chatman, Liesl S;Allen, Deborah
通讯作者：
Allen, Deborah
影响因子：
2.5
作者：
Long, Taotao;Logan, Joanne;Waugh, Michael
通讯作者：
Waugh, Michael
影响因子：
2.5
作者：
Machajewski, Szymon;Steffen, Alana;Rivera, Eleanor
通讯作者：
Rivera, Eleanor
影响因子：
2.1
作者：
Brownell, Sara E.;Price, Jordan V.;Steinman, Lawrence
通讯作者：
Steinman, Lawrence
DOI：
10.1073/pnas.1221764110
发表时间：
2013-04-16
影响因子：
11.1
作者：
Szpunar, Karl K.;Khan, Novall Y.;Schacter, Daniel L.
通讯作者：
Schacter, Daniel L.