ArticleEcology and evolution2021
Lessons learned through listening to biology students during a transition to online learning in the wake of the COVID-19 pandemic.
Article in Ecology and evolution, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
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.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
8 citing papers in PubMed.
- The impact of COVID-19 upon student radiographers and clinical training in Latin America.Radiography (London, England : 1995) · 2022Article
- A comparison of attitudes toward remote learning during the COVID-19 pandemic between students attending a Chinese and an Australian campus.Advances in physiology education · 2022Article
- Evaluation of a Reinforcement Contingency to Increase University Students' Webcam Usage During Online Classroom Instructions.Journal of behavioral education · 2022Article
- Why Did Students Report Lower Test Anxiety during the COVID-19 Pandemic?Journal of microbiology & biology education · 2022Article
- Undergraduates' Experiences with Online and in-Person Courses Provide Opportunities for Improving Student-Centered Biology Laboratory Instruction.Journal of microbiology & biology education · 2022Article
- Google Colab and Virtual Simulations: Practical e-Learning Tools to Support the Teaching of Thermodynamics and to Introduce Coding to Students.ACS omega · 2022Article
- Aspects of online college science courses that alleviate and exacerbate undergraduate depression.PloS one · 2022Article
- Lessons learned through listening to biology students during a transition to online learning in the wake of the COVID-19 pandemic.Ecology and evolution · 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
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
During the Spring Semester of 2020, an outbreak of a novel coronavirus (SARS-CoV-2) and the illnesses it caused (COVID-19) led to widespread cancelling of on-campus instruction at colleges and universities in the United States and other countries around the world. Response to the pandemic in university settings included a rapid and unexpected shift to online learning for faculty and students. The transition to teaching and learning online posed many challenges, and the experiences of students during this crisis may inform future planning for distance learning experiences during the ongoing pandemic and beyond. Herein, we discuss the experiences of first- and second-year university students enrolled in a biology seminar course as their classes migrated to online environments. Drawing on reported student experiences and prior research and resources, we discuss the ways we will adjust our own teaching for future iterations of the course while offering recommendations for instructors tasked with teaching in online environments.
Indexed as
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What OpenQuestion holds
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.