Shaking up biology – our experiences teaching cell biology and biochemistry to a first year undergraduate class through the Canterbury (New Zealand) earthquakes

Collings, David A.; Gerrard, Juliet A.; Garrill, Ashley

doi:10.1080/00219266.2018.1472134

Cited by 12 publications

(14 citation statements)

References 16 publications

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“…Similarly, in agreement with previous research (e.g. Collings et. al., 2019), factors contributing to adjusting to the new learning environment were instructor's exibility and availability, support from classmates, family and friends and a sense of community.…”

Section: Discussionsupporting

confidence: 94%

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Teaching And Learning In A Time Of Corona: A Social Work Experience

Berger

2020

Preprint

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Preliminary results of a qualitative study of the lived experience of teaching and learning during the Covid-19 pandemic are presented. An instructor, a program director and five doctoral students in different stages of their coursework and dissertation proposal development, wrote a reflective journal. Participants varied in their levels of familiarity with technology-assisted education, personal backgrounds and circumstances including work, family and caring for sick relatives responsibilities. Participants’ journals documenting their reactions, struggles and coping since the abrupt move of the university from face to face to online classes were content analyzed. The analysis was co-conducted by all participants to identify themes and generate understanding of the experience. Two main themes emerged from the analysis: A developmental process of participants’ reactions, perceptions and meaning making of the experience and factors that shaped it. Lessons learned are discussed and recommendations for professional education and directions for future research are suggested.

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Section: Discussionsupporting

confidence: 94%

“…Limited literature, focused mostly on medical education (Lim et. al., 2009), addressed online teaching and learning at times of nancial crisis (Chang, 2010), natural disasters (Collings et. al., 2019) and global health crisis such as the 2002-2004SARS (Apple, 2010Araújo et.…”

Section: Introductionmentioning

confidence: 99%

Teaching And Learning In A Time Of Corona: A Social Work Experience

Berger

2020

Preprint

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“…Teaching during a course disruption reveals an important human connection between students and faculty (Day 2015). Despite that, students appreciate efforts made by the institution and by faculty to maintain academic continuity (Monti, Tull, and Hoskin 2011;Day 2015;Collings, Gerrard, and Garrill 2019). There was no evidence of an impact on student enrollments following an earthquake in Italy (Cerqua and Di Pietro 2017).…”

Section: What We Previously Knew About the Impacts Of Course Disruptionsmentioning

confidence: 99%

“…Online teaching during emergency conditions is facilitated by good working relationships with EdTech personnel (Day 2015), learning resource providers (Collings, Gerrard, and Garrill 2019), and professional development and training opportunities for faculty to model best practices of online teaching (Mackey et al 2012;Slinger-Friedman et al 2015). A positive attitude, faculty being available to students and colleagues, and quick decision making are all helpful (Collings, Gerrard, and Garrill 2019). Good communication between faculty and between students and faculty is important (Lord 2011;Slinger-Friedman et al 2015;Hildebrand 2017;Tull, Dabner, and Ayebi-Arthur 2017).…”

Section: What We Previously Knew About the Impacts Of Course Disruptionsmentioning

confidence: 99%

“…Online assessment can facilitate final grade prediction, with in some cases a statistically significant correlation between online quizzes taken during the course and invigilated final examinations (Agnew and Hickson 2012;Collings, Gerrard, and Garrill 2019). There is no evidence that students take advantage of emergency situations to obtain special consideration (Collings, Garrill, and Johnston 2018).…”

Section: What We Previously Knew About the Impacts Of Course Disruptionsmentioning

confidence: 99%

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The Immediate Impact of COVID-19 on Postsecondary Teaching and Learning

Day

Chang

Chung

et al. 2020

The Professional Geographer

182

167

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and colleges worldwide have quickly moved campus-based classes to virtual spaces due to the COVID-19 pandemic. This article explores the impact of this sudden transition of learning and teaching based on experiences and evidence from six institutions across three countries. Our findings suggest that although online and remote learning was a satisfactory experience for some students, various inequities were involved. Many students lacked appropriate devices for practical work and encountered difficulties in securing suitable housing and workspace. Students were stressed, and faculty were, too, especially those in precarious employment. The lack of fieldwork and access to laboratories created special challenges. We are concerned that the lack of hands-on experience could cause a decline in enrollments and the number of majors in geography over the next few years. This issue must be addressed by making introductory courses as engaging as possible. It is too early to determine the extent to which online and remote learning can replace campus-based, face-toface geography education once the pandemic ends, but the new academic year of 2020-2021 will be revealing. Nevertheless, the COVID-19 crisis has revealed preexisting problems and inequalities that will need our collective effort to address, regardless of the pandemic's trajectory.

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Teaching and Learning in a Time of Corona: A Social Work Experience

et al. 2021

View full text Add to dashboard Cite

Preliminary results of a qualitative study of the lived experience of teaching and learning during the Covid-19 pandemic are presented. An instructor, a program director and five doctoral students in different stages of their coursework and dissertation proposal development, wrote a reflective journal. Participants varied in their levels of familiarity with technology-assisted education, personal backgrounds and circumstances including work and family responsibilities. Participants’ journals documenting their reactions, struggles and coping since the abrupt move of the university from face to face to online classes were content analyzed. The analysis was co-conducted by five participants to identify themes and generate understanding of the experience. Two main themes emerged from the analysis: a developmental process of participants’ reactions, perceptions and meaning making of the experience and factors that shaped it. Lessons learned are discussed and recommendations for professional education and directions for future research are suggested.

show abstract

Shaking up biology – our experiences teaching cell biology and biochemistry to a first year undergraduate class through the Canterbury (New Zealand) earthquakes

Cited by 12 publications

References 16 publications

Teaching And Learning In A Time Of Corona: A Social Work Experience

Teaching And Learning In A Time Of Corona: A Social Work Experience

The Immediate Impact of COVID-19 on Postsecondary Teaching and Learning

Teaching and Learning in a Time of Corona: A Social Work Experience

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