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Life Science College教师使用在Coursesource存储库中的主动学习教学实践教授在线课程来为国家利益提供服务。这个机构和社区转型1级项目将增加针对各种本科在线教室的公开教育资源（OER）的数量（例如，同步和异步在线课程，结合了面对面和在线教学的混合教室）。 OER是公共领域中可用的教育材料。 Coursesource发布了同行评审的OER，以实施基于研究的有效教学技术。通过向教练提供课程和专业发展，可以增加在线自由上的在线OER的数量。它还通过组装大量资源来满足不断增长的在线教育需求，从而满足了长期需求。由于Coursesource建立了一个使用其材料的多样化和大型社区，因此该项目将直接改善数百名讲师和数千名本科生物学学生的教学。该项目的统一目标是共享有效的在线课程，并帮助生物学教师实施他们的学生。此外，推进同行评审，教学上声音的材料的进步和发展，可以使更大的学术景观受益，因为它朝着为教师和学生提供低质量或无成本的高质量资源访问。该项目将：1）使用来自Coursesource发表的OERS的信息来确定教师如何在线实施主动学习的教学策略，2）评估旨在帮助指导者找到，适应，实施和共享在线课程的短期和长期在线专业发展计划，以及3）探索OERS如何使用包括活跃学习学习的教学人员在线教训中为包括活跃学习的教师提供支持。由于Coursesource出版物包括一个部分作者描述他们的教学方法，因此可以开采他们以确定主动学习实践的类型和频率以及与教学设计实践的一致性，通用学习框架（UDL）框架（UDL）框架以及基于证据的在线指导策略。结果将确定将在上下文中轻松转移的策略，即讲师需要更大支持以在在线环境中启动和维护这些实践的情况，并且在线格式可以增强主动学习的方式。该项目还将为讲师创建多个专业发展计划，在这些计划中，他们学会了写作并发布其在线课程并实施先前发表的OER。这些程序将通过调查和社交网络分析来评估。结果将允许探索教师是否以及如何对在线教学变化的信念，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，将使用在课堂上实施OER的讲师的访谈，以确定教学材料的可用性如何影响教师教学决策。 NSF IUSE：EHR计划支持研发项目，以提高所有学生STEM教育的有效性。通过机构和社区转型的轨道，该计划支持努力在高等教育和学科社区的机构中转变和改善STEM教育的努力。该奖项反映了NSF的法定任务，并被认为是值得通过基金会的知识分子优点和更广泛影响的评估来进行评估的审查标准。