Increasing Student Engagement through Course Attributes, Community, and Classroom Technology: Lessons from the Pandemic
ABSTRACT While many STEM (science, technology, engineering, and mathematics) instructors returned to in-person instruction in fall 2021, others found themselves continuing to teach via online, hybrid, or hybrid flexible (i.e., hyflex) formats. Regardless of one’s instructional modality, the findings...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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American Society for Microbiology
2022-04-01
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| Series: | Journal of Microbiology & Biology Education |
| Subjects: | |
| Online Access: | https://journals.asm.org/doi/10.1128/jmbe.00268-21 |
| _version_ | 1811303772556623872 |
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| author | Cristine Donham Cathy Pohan Erik Menke Petra Kranzfelder |
| author_facet | Cristine Donham Cathy Pohan Erik Menke Petra Kranzfelder |
| author_sort | Cristine Donham |
| collection | DOAJ |
| description | ABSTRACT While many STEM (science, technology, engineering, and mathematics) instructors returned to in-person instruction in fall 2021, others found themselves continuing to teach via online, hybrid, or hybrid flexible (i.e., hyflex) formats. Regardless of one’s instructional modality, the findings from our own and other studies provided insight into effective strategies for increasing student engagement and decreasing cognitive overload. As part of this perspective, we included data from undergraduate students, many of whom are first generation and low income and from marginalized backgrounds, to identify instructional practices that helped them thrive and succeed during the recent COVID-19 pandemic. More specifically, we explored the various pedagogies and technologies utilized during emergency remote teaching to identify best practices as we considered the future of teaching. In sharing best practices at our institution, we aimed to provide a framework for deep reflection among the readers and the identification of practices to start, stop, and/or continue at their own institutions. |
| first_indexed | 2024-04-13T07:53:59Z |
| format | Article |
| id | doaj.art-c25a39a0fbd94d6596965a92c4a1314d |
| institution | Directory Open Access Journal |
| issn | 1935-7877 1935-7885 |
| language | English |
| last_indexed | 2024-04-13T07:53:59Z |
| publishDate | 2022-04-01 |
| publisher | American Society for Microbiology |
| record_format | Article |
| series | Journal of Microbiology & Biology Education |
| spelling | doaj.art-c25a39a0fbd94d6596965a92c4a1314d2022-12-22T02:55:27ZengAmerican Society for MicrobiologyJournal of Microbiology & Biology Education1935-78771935-78852022-04-0123110.1128/jmbe.00268-21Increasing Student Engagement through Course Attributes, Community, and Classroom Technology: Lessons from the PandemicCristine Donham0Cathy Pohan1Erik Menke2Petra Kranzfelder3Department of Genetics, University of Georgia, Athens, Georgia, USACenter for Engaged Teaching and Learning, University of California, Merced, California, USAChemistry and Biochemistry, University of California, Merced, California, USAMolecular and Cellular Biology, University of California, Merced, California, USAABSTRACT While many STEM (science, technology, engineering, and mathematics) instructors returned to in-person instruction in fall 2021, others found themselves continuing to teach via online, hybrid, or hybrid flexible (i.e., hyflex) formats. Regardless of one’s instructional modality, the findings from our own and other studies provided insight into effective strategies for increasing student engagement and decreasing cognitive overload. As part of this perspective, we included data from undergraduate students, many of whom are first generation and low income and from marginalized backgrounds, to identify instructional practices that helped them thrive and succeed during the recent COVID-19 pandemic. More specifically, we explored the various pedagogies and technologies utilized during emergency remote teaching to identify best practices as we considered the future of teaching. In sharing best practices at our institution, we aimed to provide a framework for deep reflection among the readers and the identification of practices to start, stop, and/or continue at their own institutions.https://journals.asm.org/doi/10.1128/jmbe.00268-21qualitativeSTEMundergraduateinstructorcognitive loadengagement |
| spellingShingle | Cristine Donham Cathy Pohan Erik Menke Petra Kranzfelder Increasing Student Engagement through Course Attributes, Community, and Classroom Technology: Lessons from the Pandemic Journal of Microbiology & Biology Education qualitative STEM undergraduate instructor cognitive load engagement |
| title | Increasing Student Engagement through Course Attributes, Community, and Classroom Technology: Lessons from the Pandemic |
| title_full | Increasing Student Engagement through Course Attributes, Community, and Classroom Technology: Lessons from the Pandemic |
| title_fullStr | Increasing Student Engagement through Course Attributes, Community, and Classroom Technology: Lessons from the Pandemic |
| title_full_unstemmed | Increasing Student Engagement through Course Attributes, Community, and Classroom Technology: Lessons from the Pandemic |
| title_short | Increasing Student Engagement through Course Attributes, Community, and Classroom Technology: Lessons from the Pandemic |
| title_sort | increasing student engagement through course attributes community and classroom technology lessons from the pandemic |
| topic | qualitative STEM undergraduate instructor cognitive load engagement |
| url | https://journals.asm.org/doi/10.1128/jmbe.00268-21 |
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