Teaching in the Time of COVID-19: Creation of a Digital Internship to Develop Scientific Thinking Skills and Create Science Literacy Exercises for Use in Remote Classrooms
            <sup>†</sup>

Boury, Nancy; Alvarez, Kanwal S.; Costas, Amaya García; Knapp, Gwendowlyn S.; Seipelt-Thiemann, Rebecca L.

doi:10.1128/jmbe.v22i1.2433

Cited by 4 publications

(4 citation statements)

References 19 publications

(19 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This model usually involves interns, university students, and community members with minimal cost to sustain. For example, the interns of Boury et al (2021) created microbiology OER as part of their internship requirements, which were modified due to the pandemic-led cancellation of their traditional internship programme. In a distinctive approach, Zhang et al (2020) incorporated OER development into their family education course.…”

Section: Conceptual Backgroundmentioning

confidence: 99%

“…To address this, we incorporated OER development into a pre-service teacher's final year project (as an OER-based project), similar to what were done in Boury et al (2021) and Zhang et al (2020). Due to the shift from being consumers to active producers of educational resources, student motivation and commitment were increased (Zhang et al, 2020).…”

Section: Towards a Sustainable Model Of Oer Development With Pre-serv...mentioning

confidence: 99%

See 1 more Smart Citation

Sustainable development and formative evaluation of mathematics open educational resources created by pre-service teachers: an action research study

Lo,

Ng,

Cheung

2024

Smart Learn. Environ.

View full text Add to dashboard Cite

In the post-pandemic world, UNESCO advocates the development of open educational resources (OER) to remedy the financial pressures of students and their families. We thus conducted a dual-cycle action research study aiming to develop a sustainable model with minimal cost for creating OER for secondary school mathematics teachers and students. Our theoretical foundations drew upon existing sustainable models of OER development and experiential learning theory to enhance the efficacy of OER. Formative evaluation techniques were employed in both action research cycles, where pre-service teachers developed the OER and in-service teachers provided suggestions for improvement. In the second cycle, we tested the use of our OER with 35 Grade 11 students to examine both student achievement and retention. The test results showed a significant learning gain (pre-test: Mdn = 2.00; post-test: Mdn = 10.00), which was retained over 2 weeks (delayed post-test: Mdn = 11.00). However, the students’ performance on more advanced questions was not satisfactory. Based on an overall reflection on the study, we proposed a sustainable model of OER development, which leveraged the manpower of pre-service and in-service teachers and incorporated formative evaluation techniques. Furthermore, we provided recommendations for enhancing the future development of OER in mathematics education.

show abstract

Section: Conceptual Backgroundmentioning

confidence: 99%

Section: Towards a Sustainable Model Of Oer Development With Pre-serv...mentioning

confidence: 99%

Sustainable development and formative evaluation of mathematics open educational resources created by pre-service teachers: an action research study

Lo,

Ng,

Cheung

2024

Smart Learn. Environ.

View full text Add to dashboard Cite

show abstract

“…Some computational programs were able to keep the same projects planned pre-pandemic (Parrington and Giardino, 2021). Other programs changed from wet-lab projects to having students do dry-lab projects, write literature reviews, draft research proposals, or create open education resources such as podcasts (Berr et al, 2021;Boury et al, 2021;Michel et al, 2021). Some programs created opportunities for students to ask research questions through mining publicly available life science data sets, a strategy that has been used in coursework as well (Johnson and Knox, 2022;Thompson et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Building Undergraduate Life Science Research Skills Remotely, During and Beyond a Pandemic

Cheng

Falvey

Stefanovic

et al. 2023

JSTEM

View full text Add to dashboard Cite

During the COVID-19 pandemic, undergraduate research experiences were deeply impacted-either canceled or pivoted to a range of remote experiences. In Summer 2020 and Spring 2021, we designed two rounds of remote programming aimed to build students' life science research skills and provide opportunities for mentoring and networking. Building skills, resumes, and connections in our students -many of whom are first-generation college students and/or from historically marginalized communities -are key to retention in the STEM "leaky pipeline." We created 33 online events including R workshops, journal clubs, and career panels featuring 25 alumni. Participants received a certificate of completion for their resumes and a letter of recommendation, which could be used to apply for future research experiences. Our program was non-selective, flexible, and accessible to all students, while being low-cost to our institution, allowing us to accommodate a sizeable number of students (87 total). This program serves a different purpose than summer internship programs, which are impactful and intensive experiences, but are highly selective and limited in capacity. Through this work, we gained insight into key features of this virtual programming, which could be adapted by other institutions seeking to design programming to prepare students to future undergraduate research experiences.

show abstract

“…Take the immersive virtual reality (IVR) device as an example, where some schools in China have built smart classrooms with virtual reality (VR) devices to help students become more immersed during learning, while others do not, which would widen the academic gap between students because of the different learning environments [2,3]. With the recurrence of the global COVID-19 epidemic in recent years, mobile learning has gradually emerged, but without the face-to-face guidance of teachers, students' learning immersion experience (LIE) has become a hot issue waiting for research scholars to launch a detailed study [4,5].…”

Section: Introductionmentioning

confidence: 99%

A Virtual Reality and Online Learning Immersion Experience Evaluation Model Based on SVM and Wearable Recordings

Guo

Wan

et al. 2022

Electronics

View full text Add to dashboard Cite

The increasing development in the field of biosensing technologies makes it feasible to monitor students’ physiological signals in natural learning scenarios. With the rise of mobile learning, educators are attaching greater importance to the learning immersion experience of students, especially with the global background of COVID-19. However, traditional methods, such as questionnaires and scales, to evaluate the learning immersion experience are greatly influenced by individuals’ subjective factors. Herein, our research aims to explore the relationship and mechanism between human physiological recordings and learning immersion experiences to eliminate subjectivity as much as possible. We collected electroencephalogram and photoplethysmographic signals, as well as self-reports on the immersive experience of thirty-seven college students during virtual reality and online learning to form the fundamental feature set. Then, we proposed an evaluation model based on a support vector machine and got a precision accuracy of 89.72%. Our research results provide evidence supporting the possibility of predicting students’ learning immersion experience by their EEGs and PPGs.

show abstract

Teaching in the Time of COVID-19: Creation of a Digital Internship to Develop Scientific Thinking Skills and Create Science Literacy Exercises for Use in Remote Classrooms ^†

Abstract: The extreme academic and social disruption caused by COVID-19 in the spring and summer of 2020 led to the loss of many student internships. We report here our creation of a novel internship for students majoring in the biological sciences.

Cited by 4 publications

References 19 publications

Sustainable development and formative evaluation of mathematics open educational resources created by pre-service teachers: an action research study

Sustainable development and formative evaluation of mathematics open educational resources created by pre-service teachers: an action research study

Building Undergraduate Life Science Research Skills Remotely, During and Beyond a Pandemic

A Virtual Reality and Online Learning Immersion Experience Evaluation Model Based on SVM and Wearable Recordings

Contact Info

Product

Resources

About

Teaching in the Time of COVID-19: Creation of a Digital Internship to Develop Scientific Thinking Skills and Create Science Literacy Exercises for Use in Remote Classrooms †

Abstract: The extreme academic and social disruption caused by COVID-19 in the spring and summer of 2020 led to the loss of many student internships. We report here our creation of a novel internship for students majoring in the biological sciences.

Cited by 4 publications

References 19 publications

Sustainable development and formative evaluation of mathematics open educational resources created by pre-service teachers: an action research study

Sustainable development and formative evaluation of mathematics open educational resources created by pre-service teachers: an action research study

Building Undergraduate Life Science Research Skills Remotely, During and Beyond a Pandemic

A Virtual Reality and Online Learning Immersion Experience Evaluation Model Based on SVM and Wearable Recordings

Contact Info

Product

Resources

About

Teaching in the Time of COVID-19: Creation of a Digital Internship to Develop Scientific Thinking Skills and Create Science Literacy Exercises for Use in Remote Classrooms ^†