ArticleCBE life sciences education2020
A Pandemic Crash Course: Learning to Teach Equitably in Synchronous Online Classes.
Article in CBE life sciences education, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 14 papers, 2 of them syntheses that pooled it.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
14 citing papers in PubMed, 2 syntheses or guidelines pooled it.
- Computer-based surgical skill training: a systematic review.BMC medical education · 2026Pooled it
- Is it time we get real? A systematic review of the potential of data-driven technologies to address teachers' implicit biases.Frontiers in artificial intelligence · 2022Pooled it
- Empowering bystanders: a psychological and institutional model for intervention in academic bullying.Frontiers in psychology · 2025Article
- Article
- Integrating Virtual Teaching in a New Era of Medical Education: Lessons from a Neurology Course.Advances in medical education and practice · 2023Article
- Synchronous video-based communication and online learning: an exploration of instructors' perceptions and experiences.Education and information technologies · 2023Article
- Synchronous online lecturing or blended flipped classroom with jigsaw: an educational intervention during the Covid-19 pandemic.BMC medical education · 2022Article
- Collaborative Teaching plus (CT+): A Timely, Flexible, and Dynamic Course Design Implemented during Emergency Remote Teaching in an Introductory Biology Course.CBE life sciences education · 2022Article
- Participation and Performance by Gender in Synchronous Online Lectures: Three Unique Case Studies during Emergency Remote Teaching.Journal of microbiology & biology education · 2022Article
- Identifying Factors That Influence Student Perceptions of Stress in Biology Courses with Online Learning Modalities.Journal of microbiology & biology education · 2022Article
- Adapting Case Studies for Synchronous and Asynchronous Online Courses.Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience · 2022Article
- I will teach you here or there, I will try to teach you anywhere: perceived supports and barriers for emergency remote teaching during the COVID-19 pandemic.International journal of STEM education · 2022Article
- The webcam and student engagement in synchronous online learning: visually or verbally?Education and information technologies · 2022Article
- Access Needs: Centering Students and Disrupting Ableist Norms in STEM.CBE life sciences education · 2021Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
This article describes an equity-focused professional learning community that used the EQUIP observation protocol to provide data analytics to instructors. The learning community met during Spring 2020, and due to the global coronavirus pandemic, it moved online midsemester. This article describes patterns of student participation and how they were impacted in moving online. We found that student participation dropped significantly in moving online, but instructors were able to implement new teaching strategies to increase participation. We document seven concrete strategies that instructors used to promote equitable participation in their online classes and that can be incorporated by biology educators into their online teaching. The strategies were: 1) re-establishing norms, 2) using student names, 3) using breakout rooms, 4) leveraging chat-based participation, 5) using polling software, 6) creating an inclusive curriculum, and 7) cutting content to maintain rigor. In addition, we describe the faculty learning process and how EQUIP data and the learning community environment supported instructors to change their practices.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.