Professional Learning for Open Online Educators: The #Openteach Story

Farrell, Orna; Brunton, James; Shé, Catriona Ní; Costello, Eamon

doi:10.1007/978-981-19-5587-7_2

Cited by 2 publications

(3 citation statements)

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“…This change in mean grade may be the consequence of numerous tangible benefits to online learning that were highlighted in the current survey and in previous studies. These include the ability of students to access content on demand, greater flexibility in attending classes, and the availability of digital resources to support and to supplement course content (Farrell et al 2019; Kamarianos et al 2020; Karalis and Raikou 2020). Several respondents also indicated that students put in more effort and appreciated the effort their instructors put into developing an engaging and valuable course in spite of the emergency shift in learning modality, which is consistent with the findings of others (Gonzalez et al 2020).…”

Section: Discussionmentioning

confidence: 99%

“…The need and time commitment for faculty to develop skills to teach digitally is nontrivial, as faculty must become familiar with online teaching methods and become able to overcome technological issues in real time (Farrell et al 2019; Abriata 2021). Faculty must design courses that engage students effectively and that make digital education an inclusive experience (Harris et al 2020).…”

mentioning

confidence: 99%

“…Despite these myriad issues, many students adapted to online learning associated with COVID-19 without issue (Kamarianos et al 2020; Kedraka and Kaldsidis 2020), suggesting that digital tools and alternative learning strategies can be adopted readily by at least some students (Farrell et al 2019; Kamarianos et al 2020; Karalis and Raikou 2020). Additionally, many students appreciate that online education eases limitations on attendance and provides more opportunities to engage with content (Karalis and Raikou 2020; Kedraka and Kaldsidis 2020).…”

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confidence: 99%

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Teaching Mammalogy online: lessons learned from the COVID-19 pandemic and their application to the future

Beckmann

2023

Journal of Mammalogy

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Educators of natural history have long resisted incorporating digital technology into their pedagogy for several reasons, including a perceived loss of biophilia tied to the near-ubiquitous use of digital tools. Simultaneously, a push to embrace educational technology exists for several reasons, including expanding access to educational opportunities, increasing resource availability, addressing diverse learning modalities, and approaching ‘digital natives’ in a familiar space. While the debate continues, the COVID-19 pandemic forced nearly all educators, including mammalogists, to transition rapidly to digital education and to use technology to teach students effectively. While exceedingly difficult in some respects, this pivot to remote learning provided the opportunity to identify and to use online resources to enhance student learning. I propose that this integration of technology into Mammalogy courses resulted in the development of pedagogical tools that introduced students to skills and resources that they may not have accessed in traditional learning environments and that may have enhanced the educational experience of these same students. I present the results of a survey of online mammalogy education during the pandemic, provide examples of pedagogical tools developed during the pandemic, and propose that these tools should be integrated into Mammalogy courses in the future, but not supplant traditional lab and field experiences. These online resources are particularly useful for programs with limited resources and budgets or with limited geographic access to field experiences with live mammals.

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