Building Adaptability for Teaching Online through Peer-Reviewed, Active-Learning Resources and Professional Development

通过同行评审、主动学习资源和专业发展培养在线教学的适应性

• 批准号: 2043996
• 负责人: MacKenzie Stetzer
• 金额: $ 14.48万
• 依托单位: University of Maine
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-05-01 至 2025-04-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2043996&HistoricalAwards=false
• 关键词: Building; Adaptability; Teaching; Online; through

This project aims to serve the national interest by helping life science college instructors teach online lessons using active-learning instructional practices housed in the CourseSource repository. This Institutional and Community Transformation Level 1 project will increase the number of published open educational resources (OERs) for a variety of undergraduate online classrooms (e.g., synchronous and asynchronous online classes, hybrid classrooms that combine in-person and online teaching). OERs are educational materials that are available in the public domain. CourseSource publishes peer-reviewed OERs that implement research-based, effective pedagogical techniques. Increasing the number of freely-available online OERs addresses an immediate need by providing lessons and professional development to instructors. It also addresses a long-term need by assembling an extensive set of resources that meet the growing demand for online education. Because CourseSource has built a diverse and large community who uses its materials, this project will directly improve instruction for hundreds of instructors and thousands of undergraduate biology students.The unifying goal of this project will be to share effective online lessons and help biology instructors implement them to benefit their students. Furthermore, advancing the progress and development of peer-reviewed, pedagogically sound OER materials can benefit the larger academic landscape as it moves towards providing low- or no-cost access to high-quality resources for instructors and students. This project will: 1) Use information from the OERs published in CourseSource to determine how instructors implement active-learning instructional strategies online, 2) Evaluate short- and long-term online professional development programs designed to help instructors find, adapt, implement, and share online lessons, and 3) Explore how OERs can support instructors in using online lessons that include active-learning pedagogies. Since CourseSource publications include a section in which authors delineate their instructional approaches, they can be mined to determine the type and frequency of active-learning practices as well as alignment with instructional design practices, the Universal Design for Learning (UDL) framework, and evidence-based strategies for online instruction. The results will identify strategies that will easily transfer across contexts, situations where instructors need greater support to initiate and maintain these practices in online environments, and ways active-learning can be enhanced by the online format. This project will also create multiple professional development programs for instructors in which they learn to write about and publish their online lessons and implement previously published OERs. These programs will be assessed through surveys and a Social Network Analysis. The results will allow the exploration of whether and how instructor beliefs about online teaching change, and if professional development programs can create and sustain instructor support networks. Finally, interviews with instructors who are implementing OERs in their classroom will be used to determine how the availability of instructional materials influences instructor pedagogical decisions. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Institutional and Community Transformation track, the program supports efforts to transform and improve STEM education across institutions of higher education and disciplinary communities.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

该项目旨在通过帮助生命科学学院的教师使用CourseSource存储库中的主动学习教学实践来教授在线课程，从而服务于国家利益。这个机构和社区转型一级项目将为各种本科在线课堂（例如，同步和异步在线课程，结合面对面和在线教学的混合课堂）增加公开教育资源（oer）的数量。OERs是在公共领域提供的教育材料。CourseSource发布了同行评审的OERs，这些OERs实现了基于研究的有效教学技术。增加免费在线开放教育课程的数量，为教师提供课程和专业发展，解决了当前的需求。它还通过整合广泛的资源来满足在线教育日益增长的需求，从而解决了长期需求。由于CourseSource已经建立了一个使用其材料的多样化和大型社区，该项目将直接改善数百名教师和数千名生物学本科生的教学。这个项目的统一目标是分享有效的在线课程，并帮助生物教师实施这些课程，使学生受益。此外，推动同行评议的、教学上合理的OER材料的进步和发展，可以使更大的学术领域受益，因为它正朝着为教师和学生提供低成本或免费的高质量资源的方向发展。该项目将：1)使用CourseSource上发布的OERs信息来确定教师如何实施在线主动学习教学策略；2)评估旨在帮助教师寻找、调整、实施和分享在线课程的短期和长期在线专业发展计划；3)探索OERs如何支持教师使用包括主动学习教学法在内的在线课程。由于CourseSource出版物中包含了作者描述其教学方法的部分，因此可以对其进行挖掘，以确定主动学习实践的类型和频率，以及与教学设计实践、学习通用设计（UDL）框架和基于证据的在线教学策略的一致性。研究结果将确定易于跨上下文转换的策略，教师在在线环境中需要更多支持来启动和维护这些实践的情况，以及在线形式可以增强主动学习的方式。该项目还将为教师创建多个专业发展项目，让他们学习撰写和发布在线课程，并实施之前发布的开放教育资源。这些项目将通过调查和社会网络分析进行评估。研究结果将有助于探索教师对在线教学的看法是否以及如何改变，以及专业发展计划是否可以创建和维持教师支持网络。最后，与在课堂上实施OERs的教师的访谈将用于确定教学材料的可用性如何影响教师的教学决策。NSF IUSE: EHR计划支持研究和开发项目，以提高所有学生STEM教育的有效性。通过机构和社区转型轨道，该计划支持高等教育机构和学科社区的STEM教育转型和改善。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。