玩出你的 "A":在远程学习的社会隔离期帮助学生参与其中。

IF 1.7 4区 教育学 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Advances in Physiology Education Pub Date : 2024-12-01 Epub Date: 2024-08-08 DOI:10.1152/advan.00052.2024
Robert E Brainard, Amy L Shaffer, Lewis J Watson, Daniela G L Terson de Paleville, Jeff C Falcone
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引用次数: 0

摘要

教育工作者面临的一个障碍是,课堂不再局限于一个物理地点,而是学生和教授可以通过互联网会面。在 COVID19 之前,远程或远程学习基本上是学生可以选择是否参与的。学生可以选择学习 "在线课程",无论是同步远程学习还是异步在线课程。事实上,许多研究都侧重于调查许多不同的远程和在线学习方法的效果。不幸的是,COVID 19 强制要求快速过渡到远程学习,而这种被迫的改变也带来了一些学生所描述的 "Zoom 疲劳"[1]。许多学生表示,COVID 大流行所要求的强制性远程教育的急剧增加使他们感到疲惫不堪、不堪重负,并失去了学习兴趣。视频会议已成为这一时期教育的 "灵丹妙药",学生们在屏幕前花费了前所未有的大量时间,而他们通常是在教室里上课。问题:在 COVID 19 期间,由于强制在线学习和缺乏同伴互动,学生的参与度和成绩都有所下降:我们假设,创建一个不分等级的、有趣的、轻松的以生理学为重点的琐事之夜,将提高学生的参与度和在终结性评估中的表现:建议:引入自愿性的 "琐事之夜 "复习课程,以增加同学之间的互动,并复习呼吸生理学材料。
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Play your way to an "A": helping students engage during the social isolation of remote learning.

With the increased attention focused on active learning, educators strive to find better and more innovative ways to engage students in the classroom. One of the hurtles that educators are presented with is that the classroom is no longer limited to a physical location but rather students and professor can meet via the internet, Before COVID-19, distance or remote learning was something that students, by and large, had the option of choosing in which whether to engage. Students had the option to take "online courses," whether those be synchronous remote learning or asynchronous online courses. Indeed, numerous studies have focused on investigating the efficacy of many different approaches to distance and online learning. Unfortunately, COVID 19 mandated a rapid transition to remote learning, and with this forced change has come what some students describe as "Zoom fatigue" (Wolf CR. Psychology Today, May 2020). Many students reported feeling exhausted, overwhelmed, and disengaged by the dramatic increase in mandated distance education required by the COVID pandemic. Video conferencing has become the "go-to" panacea for education during this time, and students are spending unprecedented amounts of time in front of a screen when normally they would be in a classroom. This heretofore singular and unique approach to education coupled with decreased peer-to-peer interaction has caused a problem with student engagement (Goodman BE, Barker MK, Cooke JE. Adv Physiol Educ 42: 417-423, 2018). Students' engagement and performance have decreased during COVID-19 because of forced online learning and lack of peer interaction. We hypothesize that creating a nongraded, fun, and relaxing physiology-focused "Trivia Night" will increase student engagement and performance on summative assessments. Using a master's level class progressing through the respiratory physiology module utilizing remote, synchronous lectures to deliver content, we introduced a voluntary Trivia Night review session with teams randomly assigned to increase interaction among peers and review respiratory physiology material.NEW & NOTEWORTHY This article presents the effectiveness of the use of the "pub Trivia Night" to facilitate learning, deconstruct misconceptions, and increase engagement during remote teaching due to the COVID-19 pandemic.

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来源期刊
CiteScore
3.40
自引率
19.00%
发文量
100
审稿时长
>12 weeks
期刊介绍: Advances in Physiology Education promotes and disseminates educational scholarship in order to enhance teaching and learning of physiology, neuroscience and pathophysiology. The journal publishes peer-reviewed descriptions of innovations that improve teaching in the classroom and laboratory, essays on education, and review articles based on our current understanding of physiological mechanisms. Submissions that evaluate new technologies for teaching and research, and educational pedagogy, are especially welcome. The audience for the journal includes educators at all levels: K–12, undergraduate, graduate, and professional programs.
期刊最新文献
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