STEM crisis teaching: Curriculum design with e-learning tools

Sonya E. Van Nuland, Elissa Hall, Natalie R. Langley

Research output: Contribution to journalArticlepeer-review

Abstract

The COVID-19 pandemic and subsequent social distancing protocols have accelerated the shift to online teaching across the globe. In Science, Technology, Engineering, and Mathematics (STEM) programs this means a shift from face-to-face laboratory instruction to self-directed learning with e-learning tools. Unfortunately, selecting and integrating an e-learning tool into a curriculum can be daunting. This article highlights key questions and practical suggestions instructors should consider in choosing the most effective option for their course and learners.

Original languageEnglish (US)
Pages (from-to)631-637
Number of pages7
JournalFASEB BioAdvances
Volume2
Issue number11
DOIs
StatePublished - Nov 2020

Keywords

  • COVID-19
  • computer-assisted instruction
  • curriculum
  • distance education

ASJC Scopus subject areas

  • Biochemistry, Genetics and Molecular Biology (miscellaneous)
  • Cancer Research
  • Molecular Medicine
  • Physiology

Fingerprint

Dive into the research topics of 'STEM crisis teaching: Curriculum design with e-learning tools'. Together they form a unique fingerprint.

Cite this