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Use of Active Learning During Emergency Remote Teaching in COVID-19 Pandemic
Giovanna Maria Gimenez Testa1, Mariana Bueno de Oliveira Souza2, Ângela Tavares Paes2
1Centro Universitário Faculdade de Medicina do ABC, Santo André, SP Brazil.
Medical Science Educator
|August 7, 2023
Summary
Emergency remote teaching during COVID-19 challenged instructors using active learning. This study found that many instructors successfully integrated student participation and higher-order thinking skills into their online classes.
Area of Science:
- Medical Education
- Educational Technology
Background:
- COVID-19 pandemic necessitated emergency remote teaching (ERT).
- ERT posed challenges for instructors utilizing active learning strategies reliant on student engagement.
Purpose of the Study:
- To assess instructors' capacity to implement active learning effectively within the constraints of the pandemic.
- To quantitatively evaluate essential active learning elements during synchronous online medical education.
Main Methods:
- Cross-sectional observational study in an undergraduate medical school.
- Synchronous observation of 28 instructors across one to three classes.
- Quantitative analysis using an adapted PORTAAL tool to evaluate active learning components.
Main Results:
- Students actively participated for 33.1% of class time, with intra-group interactions being most frequent.
- Activities requiring higher-order cognitive skills (Bloom's taxonomy) constituted 22.0% of class time.
- A positive correlation was found between higher Bloom's levels and student participation/interaction time.
Conclusions:
- Despite ERT challenges, many instructors successfully employed core active and collaborative learning principles.
- The findings support the integration of higher-order thinking skills in student-centered, collaborative online learning environments.
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