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Three Steps to Adapt Case Studies for Synchronous and Asynchronous Online Learning.

ABSTRACT: Pandemic SARS-CoV-2 has ushered in a renewed interest in science along with rapid changes to educational modalities. While technology provides a variety of ways to convey learning resources, the incorporation of alternate modalities can be intimidating for those designing curricula. We propose strategies to permit rapid adaptation of curricula to achieve learning in synchronous, asynchronous, or hybrid learning environments. Case studies are a way to engage students in realistic scenarios that contextualize concepts and highlight applications in the life sciences. While case studies are commonly available and adaptable to course goals, the practical considerations of how to deliver and assess cases in online and blended environments can instill panic. Here we review existing resources and our collective experiences creating, adapting, and assessing case materials across different modalities. We discuss the benefits of using case studies and provide tips for implementation. Further, we describe functional examples of a three-step process to prepare cases with defined outcomes for individual student preparation, collaborative learning, and individual student synthesis to create an inclusive learning experience, whether in a traditional or remote learning environment.

SUBMITTER: Bixler A

PROVIDER: S-EPMC8012036 | biostudies-literature | 2021

REPOSITORIES: biostudies-literature

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Three Steps to Adapt Case Studies for Synchronous and Asynchronous Online Learning.

Bixler Andrea A Eslinger Melissa M Kleinschmit Adam J AJ Gaudier-Diaz Monica M MM Sankar Usha U Marsteller Patricia P Goller Carlos C CC Robertson Sabrina S

Journal of microbiology & biology education 20210331 1

Pandemic SARS-CoV-2 has ushered in a renewed interest in science along with rapid changes to educational modalities. While technology provides a variety of ways to convey learning resources, the incorporation of alternate modalities can be intimidating for those designing curricula. We propose strategies to permit rapid adaptation of curricula to achieve learning in synchronous, asynchronous, or hybrid learning environments. Case studies are a way to engage students in realistic scenarios that c ...[more]

PMID: 33884065

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Project description:BackgroundThe abrupt onset of the COVID-19 pandemic compelled universities to swiftly establish online teaching and learning environments that were not only immediately deployable but also conducive to high-quality education. This study aimed to compare the effectiveness of the online synchronous and asynchronous teaching formats in the dermatology lecture for undergraduate medical students, including academic performance, self-efficacy, and cognitive load.MethodsA total of 170 fourth-year undergraduate medical students attending the dermatology lecture were included. The lecture was delivered using both the synchronous method (live online lecture via Webex meeting) and the asynchronous method (lecture videos shared on YouTube). The students had the freedom to choose their preferred method of attending the online lecture. The study assessed three main aspects: (1) learning outcomes measured through pretest, posttest, and retention test scores; (2) cognitive load experienced by students, including mental load and mental effort measured using eight items; and (3) satisfaction levels with each online teaching format.ResultsIn this study, 70 students opted for the synchronous online lecture, while 100 students chose the asynchronous online lecture. Both synchronous and asynchronous teaching methods exhibited significant improvements in post and retention test scores compared to the pretest. Satisfaction levels, rated on a scale of 0-5, were generally high for both teaching methods, with no significant differences observed (4.6 for synchronous, 4.53 for asynchronous; p =.350). Regarding cognitive load, the synchronous method showed a significantly lower level than the asynchronous method (p =.0001). Subgroup analysis revealed no difference in mental effort (p =.0662), but the level of mental load was lower in the synchronous method (p =.0005).ConclusionsBoth synchronous and asynchronous online teaching methods demonstrated improvements in learning outcomes and high levels of student satisfaction. However, the cognitive load experienced by students was lower in the synchronous setting compared to the asynchronous setting. These findings remind health professions educators that they would consider the students' cognitive load when designing online curricula.

Project description:BackgroundFaculty Learning Communities (FLCs) and Faculty Online Learning Communities (FOLCs) are ways to support STEM faculty implementing research-based curricula. In these communities, faculty facilitators take on the role of sharing expertise and promoting discussion. However, as members gain more experience, their needs change from addressing logistical to pedagogical issues. Hence, facilitators need to change their practices in response. However, there is little research on the mechanisms of faculty facilitator change. In this article, we provide a case study of a specific STEM FOLC facilitator and demonstrate the usefulness of a teacher change model to investigate facilitator change.ResultsGuided by our adaptation of the Interconnected Model of Professional Growth (IMPG), we conducted interviews with FOLC facilitators, and selected a case facilitator who reported changes in facilitation goals and strategies over time. The model helped us identify specific areas of change and potential mechanisms for these changes. Using themes of change identified in the case facilitator interview, we developed coding schemes to analyze his FOLC meetings over a 2-year period. We found empirical evidence from multiple data sources, including FOLC meetings and facilitator reflections, that supported the change themes, including: changing his role as an "expert" by sharing his own expertise less and drawing on others' expertise more frequently, changing his response to members' comments by jumping in to answer less frequently and withholding his own responses more often to encourage member sharing, and a change in group discussions towards less logistical and more pedagogical conversations.ConclusionsOur findings suggest that the IMPG can be fruitfully adapted to study facilitator change. A diagrammatic representation of the IMPG provides a description the types of change the case facilitator experienced and the factors that supported those changes. We discuss how the methodology used to analyze facilitator actions in FOLC group meetings may be useful to study other types of professional growth. Finally, because our analytical model allowed us to identify mechanisms of facilitator change, we describe the implications and provide suggestions to support facilitators in other faculty community groups.Supplementary informationThe online version contains supplementary material available at 10.1186/s40594-022-00371-x.

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Three Steps to Adapt Case Studies for Synchronous and Asynchronous Online Learning.

Publications

Three Steps to Adapt Case Studies for Synchronous and Asynchronous Online Learning.

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