STEM crisis teaching: Curriculum design with e-learning tools

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

doi:10.1096/fba.2020-00049

STEM crisis teaching: Curriculum design with e-learning tools

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

Anatomic Pathology

Research output: Contribution to journal › Article › peer-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 language	English (US)
Pages (from-to)	631-637
Number of pages	7
Journal	FASEB BioAdvances
Volume	2
Issue number	11
DOIs	https://doi.org/10.1096/fba.2020-00049
State	Published - Nov 2020

Keywords

COVID-19
computer-assisted instruction
curriculum
distance education

ASJC Scopus subject areas

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

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10.1096/fba.2020-00049

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author = "{Van Nuland}, {Sonya E.} and Elissa Hall and Langley, {Natalie R.}",

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STEM crisis teaching: Curriculum design with e-learning tools

Abstract

Keywords

ASJC Scopus subject areas

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