Teaching microbiology in times of plague

Sánchez-Angulo, Manuel; López-Goñi, Ignacio; Cid, Víctor J.

doi:10.1007/s10123-021-00179-9

Cited by 4 publications

(7 citation statements)

References 27 publications

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“…The future of undergraduate education depends highly on colleges and universities to implement computer-based learning, virtual and/or hybrid teaching and learning, and acclimating undergraduates with interactive and engaging websites and learning modules (Lapitan et al, 2021). Online pedagogy and learning in a virtual environment still provides many advantages for undergraduates, including, reducing travel time to-and-from college, traveling expenses, and is accessible 24/7, and therefore, makes teaching and learning separable via learning management systems (Seitz 2021;Biel & Brame, 2016;Sánchez-Angulo et al, 2021;Olivet et al, 2016). By analyzing the results of this research, there are some challenges and benefits of virtual learning that are highlighted.…”

Section: Discussionmentioning

confidence: 99%

“…Numerous studies have been conducted on various facets of the impact COVID-19 had on teaching biology courses at the undergraduate level (Seitz, 2021;Sánchez-Angulo, 2021 et al,;Joshi, 2021). This research was conducted among biology and STEM major undergraduates attending an urban college in New York City, U.S.A.…”

Section: Addressing Undergraduates' Students Challenges With These Ne...mentioning

confidence: 99%

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An Analysis of Undergraduate Microbiology Students’ Beliefs and Attitudes Related to Virtual Learning

Stefanile

2024

Preprint

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Since the inception of the Coronavirus disease (COVID-19) pandemic, undergraduate microbiology students globally have had their education disrupted causing uncertainty with their education, learning, and career trajectories.Undergraduate students have faced challenges with the transition of online/virtual learning and interacting with their fellow colleagues and instructors. The COVID-19 pandemic challenged the education system globally and created a major paradigm shift that forced educators of all levels to adjust their traditional face-to-face pedagogy to an online mode of pedagogy instantaneously. I initiated this study because of the dilemma that the COVID-19 pandemic had on students’ experiences and instructors’ in meeting the challenges of transferring a course entirely online in a relatively very short time. The purpose of this study is to investigate the following: (1) to what extent do undergraduate students change their knowledge about topics in microbiology relevant to the course presented online? (2) to what extent do the undergraduate students change their opinions relating to topics addressed in a microbiology course relevant to the course presented online? (3) how do undergraduate students experience computer-based learning in a microbiology course relevant to the course presented online?

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Section: Discussionmentioning

confidence: 99%

Section: Addressing Undergraduates' Students Challenges With These Ne...mentioning

confidence: 99%

An Analysis of Undergraduate Microbiology Students’ Beliefs and Attitudes Related to Virtual Learning

Stefanile

2024

Preprint

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“…Among the many changes it induced, the COVID-19 crisis heightened interest in a learning model that was based on digital games. This model could be adapted to pandemic conditions and also create an enjoyable learning environment (Sánchez-Angulo et al, 2021;Wati & Yuniawatika, 2020). Digital games foster collaborative, interactive learning, that involves students in the learning process.…”

Section: Introductionmentioning

confidence: 99%

“…While many studies have focused on the transition to online learning during COVID-19 (for example, Donitsa-Schmidt & Ramot, 2020;Marinoni et al, 2020;Tang et al, 2021), only a few studies have focused on the integration of digital games into online learning (e.g., Sánchez-Angulo et al, 2021; as well as Wati & Yuniawatika, 2020), and of those, most do not relate to their use by teacher educators. However, teacher educators serve as role models for the pre-service teachers they teach, and their attitudes regarding the integration of digital games into teaching and learning will influence the future teachers.…”

Section: Introductionmentioning

confidence: 99%

The Use of Digital Games by Teacher Educators in Colleges of Education

Avidov Ungar,

Hayak

2023

JITE:Research

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Aim/Purpose: The current research examined the use of digital games in the fully online learning context imposed by lockdowns in response to the COVID-19 pandemic. In particular, we sought to understand the contribution that digital games made to teacher educators and how they used digital games in their remotely delivered courses. Background: Teacher educators experienced in using digital games in their teaching were interviewed regarding the contribution digital games made to their pedagogy when they were teaching remotely during COVID-19. Methodology: This qualitative study included 34 participants who taught four-year-degree programs in 13 teacher education colleges in Israel. Contribution: This study sheds light on a sparsely researched area by examining the contribution of digital games to teacher educators' pedagogy. The study also suggests practical implications for implementing digital games for teacher educators. Findings: Many participants used digital games. Some used them extensively as an integral component of the curriculum while others used them to break up the lesson and thereby retain their students’ interest and attention. However, a small number reduced their use of digital games citing work overload. Recommendations for Practitioners: This study suggests that education systems may be able to obtain post-pandemic-related gains to further advance the use of digital games as a pedagogic strategy in teacher education in the future. Recommendation for Researchers: An additional study using a more representative sample of teacher educators would be very valuable to gauge the roll-on effects of the sudden shift to remote online learning on the use of digital games following the return to face-to-face teaching and learning. Impact on Society: The findings have implications for how the use of digital games should be addressed in teacher education at teacher colleges. Future Research: Future research can address possible contributions or challenges that teacher educators face when using digital games, for example, in a hybrid learning environment to enhance engagement and promote active learning.

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“…Active learning is conducive to teaching and learning in the field of microbiology. However, didactic lectures also play an instrumental role in student engagement(Sánchez Angulo, 2021). Additionally, digital technology, virtual spaces, and social networks are becoming a routine of academic microbiologists, and the pandemic has increased the use of digital tools in the virtual environment.…”

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confidence: 99%

Instructors and Underrepresented Students in Microbiology: Educational Digital Tool Use, Trends, Perceptions, and Success

Bradshaw-Ward

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The purpose of this three-article dissertation was to expand knowledge and theory regarding digital tool use in biology laboratory courses, such as microbiology, which requires specific laboratory skill development through the perception of instructors and students. Article 1 establishes the broad digital literacy and fluency problem in education by providing definitions and the context behind digital literacy fluency and its impact on acquisition of knowledge in digital learning environments. The study provided a picture of the lack of knowledge about the use of digital tools in education and practical problems around appropriate implementation, infrastructure, and preparedness. Article 2 presents results of a literature research study about the foundational, pandemic-induced, and current digital tool use in biology and microbiology lab courses. Recommendations for improvement in digital tool implementation, pedagogical approach, and appropriate selection to meet learning outcomes were provided. Article 3 describes a 3-layered study to build a new instrument to understand minority-student perceptions of identity and digital literacy and technology barriers on student success in STEM courses. The study identified challenges and benefits of digital tool use in virtual microbiology lab courses, unique challenges of underrepresented populations, and the need to develop an instrument to capture the context of this unique population.

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Teaching microbiology in times of plague

Cited by 4 publications

References 27 publications

An Analysis of Undergraduate Microbiology Students’ Beliefs and Attitudes Related to Virtual Learning

An Analysis of Undergraduate Microbiology Students’ Beliefs and Attitudes Related to Virtual Learning

The Use of Digital Games by Teacher Educators in Colleges of Education

Instructors and Underrepresented Students in Microbiology: Educational Digital Tool Use, Trends, Perceptions, and Success

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