Three Steps to Adapt Case Studies for Synchronous and Asynchronous Online Learning†

Bixler, Andrea; Eslinger, Melissa; Kleinschmit, Adam J.; Gaudier-Diaz, Monica M.; Sankar, Usha; Marsteller, Patricia A.; Goller, Carlos C.; Robertson, Sabrina D.

doi:10.1128/jmbe.v22i1.2337

Cited by 10 publications

(7 citation statements)

References 10 publications

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“…Unlike emergency online education, educators can have adequate time to prepare lessons in an asynchronous or synchronous context, thus not affecting the satisfaction rate. Many scholars pointed out that asynchronous recording can be regarded as a necessary alternative and additional tool for students who cannot attend synchronous lessons (Bixler et al, 2021 ; Manou et al, 2022 ).…”

Section: Discussionmentioning

confidence: 99%

Satisfaction with online education among students, faculty, and parents before and after the COVID-19 outbreak: Evidence from a meta-analysis

Li²

2023

Front. Psychol.

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The COVID-19 pandemic has presented a unique opportunity for the advancement of online education, as billions of students from 190 countries have been compelled to take classes remotely. The degree of satisfaction is considered one of the major factors in determining the quality of online educational programs. As a result, many empirical studies have been conducted on the level of satisfaction with online education over the last two decades. However, few studies have synthesized previous findings from similar research questions. Therefore, to reinforce statistical power, the study aimed to conduct a meta-analysis to examine satisfaction with online education among students, faculty, and parents before and after the COVID-19 outbreak. A total of 52 studies in English were screened from six academic electronic databases, yielding 57 effect sizes using Comprehensive Meta-Analysis (CMA) software. The results showed that the prevalence of satisfaction with online education among students, faculty, and parents before and after the COVID-19 outbreak was 59.5, 75.3, and 70.7%, respectively, with a significant difference between the satisfaction rates of students and those of their faculty and parents. Besides, we conducted a moderator analysis that found that (1) a significantly higher number of students in the pre-pandemic era in countries with developed digital infrastructure and emergency online learning environments were less satisfied with online education than their counterparts in the post-pandemic era, in countries with developing digital infrastructure, and in non-emergency online learning environments. Additionally, a significantly higher proportion of adult education learners reported being satisfied with online education compared to K-12 and university students. (2) The faculty in the non-emergency situation reported almost double the satisfaction rate of their counterparts in the emergency circumstance. With fewer satisfied remote learning students, efforts could be made by providing well-designed online lessons via faculty and strengthening digital infrastructure via governments to improve student satisfaction.

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Section: Discussionmentioning

confidence: 99%

Satisfaction with online education among students, faculty, and parents before and after the COVID-19 outbreak: Evidence from a meta-analysis

Li²

2023

Front. Psychol.

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“…Such information provides clues about where instructors can best direct their attention when facilitating case discussions online. Finally, a recent article proposes a holistic three-step approach to address the critical issues in adapting case studies for online teaching (60).…”

Section: Discussionmentioning

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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“…Group worksheets have been shown to have a positive impact on learning gains of undergraduates ( 13 ). Furthermore, case studies can be used as homework assignments (completely asynchronous and online, for example, 14 ), containing realistic scenarios that invite students to explore data and arrive at conclusions before larger group discussions ( 15 ). Questions used in this case study can be adapted to be answered using student response systems (“clicker questions”) or are suitable for think-pair-share active learning techniques even in distance learning situations.…”

Section: Scientific Teaching Themesmentioning

confidence: 99%

Does Organelle Shape Matter?: Exploring Patterns in Cell Shape and Structure with High-throughput (HT) Imaging

Goller

Johnson

Casimo

2022

Self Cite

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Organelle structure has been studied and visualized for decades; however, publicly available databases that use improved high-throughput microscopy of gene-edited cell lines have recently revolutionized the amount and quality of information now available for use in undergraduate classes. This lesson demonstrates how the use of high-throughput (HT) microscopy has generated data describing organelle structure and variability. Students access, analyze, and evaluate cell structure images using the Allen Institute for Cell Science’s Allen Cell Explorer. Students synthesize the information to make recommendations and propose a future experiment. Using web-based tools and a realistic scenario that merges antimicrobial drug screens with eukaryotic cell perturbations and structure, this case study provides a guided tour of the powerful applications of high-throughput microscopy.

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Three Steps to Adapt Case Studies for Synchronous and Asynchronous Online Learning†

Abstract: Pandemic SARS-CoV-2 has ushered in a renewed interest in science along with rapid changes to educational modalities. While technology provides a variety of ways to convey learning resources, the incorporation of alternate modalities can be intimidating for those designing curricula.

Cited by 10 publications

References 10 publications

Satisfaction with online education among students, faculty, and parents before and after the COVID-19 outbreak: Evidence from a meta-analysis

Satisfaction with online education among students, faculty, and parents before and after the COVID-19 outbreak: Evidence from a meta-analysis

Survey of case study users during pandemic shift to remote instruction

Does Organelle Shape Matter?: Exploring Patterns in Cell Shape and Structure with High-throughput (HT) Imaging

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