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Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology

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A Pandemic Crash Course: Learning to Teach Equitably in Synchronous Online Classes.

Daniel L Reinholz¹, Amelia Stone-Johnstone², Isabel White²

¹Department of Mathematics and Statistics, San Diego State University, San Diego, CA 92182-7720.

CBE Life Sciences Education

|December 1, 2020

Summary

Moving online mid-semester significantly decreased student participation, but instructors implemented seven strategies to promote equitable engagement in biology courses. These strategies can help educators enhance online teaching.

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Area of Science:

Biology Education
Online Learning
Educational Technology

Background:

The COVID-19 pandemic necessitated a rapid shift to online learning environments.
Maintaining equitable student participation in online science courses presents unique challenges.
Professional learning communities can support instructors in adapting pedagogical strategies.

Purpose of the Study:

To describe an equity-focused professional learning community that utilized the EQUIP observation protocol.
To analyze the impact of transitioning to online instruction on student participation patterns.
To identify and document effective strategies for promoting equitable online participation in biology.

Main Methods:

A professional learning community used the EQUIP observation protocol for data analytics.
The community transitioned from in-person to online meetings mid-semester due to the pandemic.
Qualitative data on student participation and instructor strategies were collected and analyzed.

Main Results:

Student participation significantly dropped following the transition to an online format.
Instructors successfully implemented new teaching strategies to mitigate the decline in participation.
Seven concrete strategies were identified to promote equitable online participation: re-establishing norms, using student names, breakout rooms, chat-based participation, polling software, inclusive curriculum, and content reduction for rigor.

Conclusions:

The shift to online learning negatively impacted student participation, necessitating adaptive teaching strategies.
The documented strategies offer practical approaches for biology educators to foster equitable engagement in online settings.
Faculty learning communities and data analytics tools like EQUIP can support instructors in adapting to online teaching environments and improving pedagogical practices.