A Pandemic Crash Course: Learning to Teach Equitably in Synchronous Online Classes

Reinholz, Daniel L.; Stone-Johnstone, Amelia; White, Isabel; Sianez, Lorenzo M.; Shah, Niral

doi:10.1187/cbe.20-06-0126

Cited by 36 publications

(30 citation statements)

References 36 publications

(63 reference statements)

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“…While we did not analyze the specific Guiding practices implemented by each instructor, we can infer that the online environment gave them opportunities to incorporate more active learning practices, especially with the addition of the online functions. Our findings contradict previous studies concluding that ERT had a negative impact on student engagement (Perets et al, 2020;Reinholz et al, 2020) and loss of interaction and communication between instructors and their students (Petillion & McNeil, 2020).…”

Section: Instructors Who Guided More In the Online Environment Had Increased Student Working And Talking Behaviorscontrasting

confidence: 99%

“…Some instructors may choose to implement a synchronous classroom format (e.g., videoconference call or live online sessions) to encourage student-instructor interactions and group work in the online learning environment (Heiss & Oxley, 2021;Van Heuvelen et al, 2020). However, teaching in a synchronous format does not guarantee student participation; for example, Reinholz et al (2020) found an overall decrease in student participation in biology classrooms as the class transitioned from in-person to synchronous instruction during emergency remote teaching (ERT). In contrast, instructors may choose an asynchronous format (e.g., recorded lectures, discussion boards, and at-home assignments) if they are concerned about their students' abilities to attend live online lectures (Van Heuvelen et al, 2020).…”

Section: Introduction Disruptive Events Led To Innovative Pedagogical Approachesmentioning

confidence: 99%

“…There are typically two main classroom formats that have been used during online instruction: synchronous and asynchronous (Reinholz et al, 2020;Skylar, 2009). Some instructors may choose to implement a synchronous classroom format (e.g., videoconference call or live online sessions) to encourage student-instructor interactions and group work in the online learning environment (Heiss & Oxley, 2021;Van Heuvelen et al, 2020).…”

Section: Introduction Disruptive Events Led To Innovative Pedagogical Approachesmentioning

confidence: 99%

See 2 more Smart Citations

Breakout Rooms, Polling, and Chat, Oh My! The Development and Validation of Online COPUS

Pusey

Valencia

Signorini

et al. 2021

Preprint

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We developed and validated a new classroom observation protocol, Online COPUS (E-COPUS), to measure teaching and learning practices in the online learning environment. We collected COPUS and E-COPUS data from 40 STEM courses before, during the transition, and continuation of emergency remote teaching (ERT). Through weekly discussions among observers, we adjusted six of the original instructor COPUS code descriptions and six of the original student code descriptions to fit the online learning environment. We trained 23 observers to conduct E-COPUS utilizing both in-person and online lecture recordings. To validate E-COPUS, we consulted an expert panel of science educators and education researchers to provide feedback on our code descriptions and complete a matching activity with our E-COPUS code descriptions. We further examined E-COPUS by analyzing the teaching and learning practices of 6 instructors across in-person and online instruction and found that the online functions of breakout rooms, polling, and the chat were utilized to promote active learning activities in the online learning environment. As we prepare for teaching in the future, it is important to have formative assessment tools designed for all course formats to support assessment and improvement of teaching practices in college STEM classrooms.

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Section: Instructors Who Guided More In the Online Environment Had Increased Student Working And Talking Behaviorscontrasting

confidence: 99%

Section: Introduction Disruptive Events Led To Innovative Pedagogical Approachesmentioning

confidence: 99%

Section: Introduction Disruptive Events Led To Innovative Pedagogical Approachesmentioning

confidence: 99%

See 1 more Smart Citation

Breakout Rooms, Polling, and Chat, Oh My! The Development and Validation of Online COPUS

Pusey

Valencia

Signorini

et al. 2021

Preprint

View full text Add to dashboard Cite

show abstract

“…While the COI framework has been tested for online learning and K-12 teachers during ERT (Whittle et al, 2020), it has only recently been used for ERT in undergraduate STEM classrooms at a Minority-Serving Institute (MSI). For example, Reinholz et al used the COI framework to study how the nature of student participation changed in moving from face-to-face to synchronous online learning environments at an Hispanic serving institute (HSI) (Reinholz et al, 2020) and Eriksen et al studied how student perceptions of social presence, cognitive presence, and teaching presence online due to COVID-19 were influenced by student demographics (Erickson & Wattiaux, 2021). (Wood et al, 1976) and many researchers and educators have used the concept of scaffolding to describe instructor roles as more knowledgeable peers for guiding student learning and development (Hammond, 2001;Stone, 1998;Wells, 1999).…”

Section: Community Of Inquirymentioning

confidence: 99%

I will teach you here or there, I will try to teach you anywhere: perceived supports and barriers for emergency remote teaching during COVID-19 pandemic

Donham

Barron

Alkhouri

et al. 2021

Preprint

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Background: Due to the COVID-19 pandemic, many universities moved to emergency remote teaching (ERT). This allowed institutions to continue their instruction despite not being in person. However, ERT is not without consequences. For example, students may have inadequate technological supports, such as reliable internet and computers. Students may also have poor learning environments at home and may need to find added employment to support their families. Additionally, there were consequences to faculty. It has been shown that female instructors are more disproportionately impacted in terms of mental health issues and increased domestic labor. This research aims to investigate instructors' and students' perceptions of their transition to ERT. Specifically, we wanted to: 1. Identify supports and barriers during the transition to ERT; 2. Compare instructors experiences with the student experiences; 3. Explore these supports and barriers within the context of social presence, teaching presence, and/or cognitive presence during ERT as well as how these supports and barriers relate to scaffolding in emergency remote courses Design: Using grounded theory techniques, we applied two-cycle, qualitative analyses to assess the instructor transcripts. In first-cycle analysis, we used open coding to develop initial ideas from the data. We then used second cycle coding to generate categories with definitions and criteria agreed upon during discussion-based consensus building. Finally, these categories and descriptions were used to code student survey data. Analyses/Interpretations: Instructors identified twice as many barriers as supports in their teaching during the transition to ERT and identified casual and formal conversations with colleagues as valuable supports. Emerging categories for barriers consisted of academic integrity concerns as well as technological difficulties. Similarly, students identified more barriers than supports in their learning during the transition to ERT. More specifically, students described pre-existing course structure, classroom technology, and community as best supporting their learning. Barriers that challenged student learning included classroom environment, student availability, and student emotion and comfort. Contribution: Together, this research will help us understand supports and barriers to teaching and learning during the transition to ERT. This understanding can help us better plan and prepare for future emergencies, particularly at MSIs, where improved communication and increased access to resources for both students and instructors are key.

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“…The COVID-19 pandemic was upon us. Learners and instructors were isolated, homebound, and forced to communicate online with various make-do strategies-some successful and others not so much (13)(14)(15)(16)(17)(18)(19)(20). Here we describe how several hundred science instructors managed to endure and thrive by using case studies as part of their online instruction survival kit.…”

Section: Introductionmentioning

confidence: 99%

Survey of case study users during pandemic shift to remote instruction

Herreid

Prud'homme-Genereux

Wright

et al. 2021

Advances in Physiology Education

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Before COVID-19, the use of case studies to learn science was well established in high school and postsecondary classrooms. Once the pandemic ensued, many faculty continued to use the method as a way to infuse elements of active learning remotely. The results of a survey taken by 600 faculty reveal how they accomplished this feat. Respondents to the survey found that the case method readily transferred to online learning. Most used a mixture of synchronous and asynchronous classrooms. Serious challenges were encountered, primarily due to the difficulty instructors had in keeping track of learner participation. Many obstacles were overcome by creative strategies such as using Google Forms. Some semblance of a normal classroom was achieved by using online conferencing tools and using small groups in synchronous breakout rooms. Cases were commonly broken into chunks and spread over several days. This worked especially well with cases that were already structured this way, including interrupted cases and problem-based learning exercises. Assessment of student performance largely followed the traditional path of exams, projects, and essays, although a third of the faculty attempted to evaluate participation. Classes conducted via an asynchronous approach were largely lecture based, with cases given to learners to complete as homework either individually or as groups. The greatest challenge in this setting was that answers to case questions were often readily available to learners on the internet. This was avoided by faculty modifying questions or creating their own.

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A Pandemic Crash Course: Learning to Teach Equitably in Synchronous Online Classes

Abstract: A professional learning community in which faculty explored equitable teaching online is described. This article describes concrete practices other instructors can use.

Cited by 36 publications

References 36 publications

Breakout Rooms, Polling, and Chat, Oh My! The Development and Validation of Online COPUS

Breakout Rooms, Polling, and Chat, Oh My! The Development and Validation of Online COPUS

I will teach you here or there, I will try to teach you anywhere: perceived supports and barriers for emergency remote teaching during COVID-19 pandemic

Survey of case study users during pandemic shift to remote instruction

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