Journal article
Three Steps to Adapt Case Studies for Synchronous and Asynchronous Online Learning
Journal of microbiology & biology education, v 22(1), ev22i1
31 Mar 2021
PMID: 33884065
Featured in Collection : UN Sustainable Development Goals @ Drexel
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. We propose strategies to permit rapid adaptation of curricula to achieve learning in synchronous, asynchronous, or hybrid learning environments. Case studies are a way to engage students in realistic scenarios that contextualize concepts and highlight applications in the life sciences. While case studies are commonly available and adaptable to course goals, the practical considerations of how to deliver and assess cases in online and blended environments can instill panic. Here we review existing resources and our collective experiences creating, adapting, and assessing case materials across different modalities. We discuss the benefits of using case studies and provide tips for implementation. Further, we describe functional examples of a three-step process to prepare cases with defined outcomes for individual student preparation, collaborative learning, and individual student synthesis to create an inclusive learning experience, whether in a traditional or remote learning environment.
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Details
- Title
- Three Steps to Adapt Case Studies for Synchronous and Asynchronous Online Learning
- Creators
- Andrea Bixler - Clarke UniversityMelissa Eslinger - United States Military AcademyAdam J. Kleinschmit - University of DubuqueMonica M. Gaudier-Diaz - Univ N Carolina, Dept Psychol & Neurosci, Chapel Hill, NC 27599 USAUsha Sankar - Fordham UniversityPatricia Marsteller - Emory UniversityCarlos C. Goller - North Carolina State UniversitySabrina Robertson - University of North Carolina at Chapel Hill
- Publication Details
- Journal of microbiology & biology education, v 22(1), ev22i1
- Publisher
- Amer Soc Microbiology
- Number of pages
- 4
- Grant note
- 1730317 / NSF; National Science Foundation (NSF)
- Resource Type
- Journal article
- Language
- English
- Academic Unit
- Biology
- Web of Science ID
- WOS:000659217200018
- Scopus ID
- 2-s2.0-85106245696
- Other Identifier
- 991021879622604721
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- Collaboration types
- Domestic collaboration
- Web of Science research areas
- Education, Scientific Disciplines