Providing interactive and field laboratories while teaching university marine biology classes in an era of COVID‐19

Cowles, David L.; Onthank, Kirt L.

doi:10.1111/ivb.12323

Cited by 3 publications

(3 citation statements)

References 8 publications

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“…Although we understand that this activity is very different from a hands‐on practical course, in which the students themselves would have to search for the diagnostic characters and not be guided by the photographs, we were limited by time constraints. An alternative would be for the teacher to hold the animals in front of the camera during class and perform interactive identification (see Cowles & Onthank, 2021).…”

Section: Methodsmentioning

confidence: 99%

The lab In A box: A take‐out practical experience for an online invertebrate biology course

Novo

Sánchez

Gutiérrez-López

et al. 2021

Invertebrate Biology

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Hands‐on experience is critical to teaching invertebrate zoology, as students are unfamiliar with many animals and theoretical concepts are sometimes difficult to assimilate. As part of a fully online course, we decided to give students a box of take‐home materials so that they could do hands‐on work in their homes under the guidance of the teacher or at their own pace following the lecture scripts and presentations. The box contained whole specimens fixed in ethanol for observation and dissection, dried material such as skeletons and shells, and microscope slides. We also included a USB digital microscope to facilitate visualization of details and slides. The experience was very satisfying and proved to be not only a good alternative for mandatory online classes in times of pandemic, but also an interesting resource to supplement face‐to‐face classes.

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Section: Methodsmentioning

confidence: 99%

The lab In A box: A take‐out practical experience for an online invertebrate biology course

Novo

Sánchez

Gutiérrez-López

et al. 2021

Invertebrate Biology

View full text Add to dashboard Cite

show abstract

“…Cowles and Onthank (2021) took remote students along on instructor‐led field trips. In areas where mobile service permitted, the instructors led live, interactive field trips using a smartphone and readily available meeting software.…”

Section: Interactive Field Tripsmentioning

confidence: 99%

Innovation in teaching and learning invertebrate zoology in remote and online classrooms

Davis-Berg

Kocot

2021

Invertebrate Biology

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The COVID‐19 global pandemic caused instructors to pivot to remote and online teaching, an especially challenging task in hands‐on classes such as invertebrate biology. In this special 25th anniversary issue of Invertebrate Biology, the authors present a variety of clever and effective ways to help invertebrate biology instructors adapt to teaching in an online environment. Student‐centered research and learning are essential in all biology classes, and we explore scientific writing, field trips, do‐it‐yourself laboratories, and more. These techniques will be useful for classes of varying sizes and types, from non‐major undergraduates to graduate students, even after the pandemic is over. Innovation for teaching invertebrate biology online may help facilitate more inclusive courses that serve diverse students more equitably. Ideas for how to best move traditionally hands‐on laboratories into online or remote formats are currently also being informally discussed in a collaborative online space for instructors.

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“…Even in these studies, health risks are a primary issue [4,[15][16][17][18], and only one performed an ethnographic analysis of the emotional impact of restrictive beach access signs on the population [19]. A few have focused on pollution [20,21], environmental education and teaching [22,23], fisheries [24], environmental issues [25,26]. Studies dealing directly with beach tourism have addressed social media [27], local tourism networks [28], one-day tours [29], and the carrying capacity of the beach [2].…”

Section: Introductionmentioning

confidence: 99%

New Beach Landscapes to Promote Social Distancing and Coastal Conservation during and after the COVID-19 Pandemic

2021

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The Coronavirus disease 2019 (COVID-19) is a pandemic that has altered practically all human activities worldwide. Since the pandemic started at the beginning of 2020, infections have fluctuated drastically over time. It is difficult to predict how this situation will evolve in the coming months/years or when a return to some semblance of 'normal' activity might occur. Because of global lock-up and distancing measures, the beaches, otherwise filled with tourists, first emptied and then had a reduced density of visitors owing to a wide variety of social-distancing measures. Therefore, new safety protocols need to include a wide range of aspects, such as epidemiological conditions, socioeconomic realities, and ecological contexts in which the pandemic occurs. Here, we propose new nature-based landscapes for sandy beaches to help maintain the social distancing of beach visitors while beaches and dunes are restored. When sufficient sediment is available, the maintenance and restoration of healthy beaches with incipient dunes and vegetation will help reduce contagion, promote human health, and recover natural ecosystems.

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Providing interactive and field laboratories while teaching university marine biology classes in an era of COVID‐19

Cited by 3 publications

References 8 publications

The lab In A box: A take‐out practical experience for an online invertebrate biology course

The lab In A box: A take‐out practical experience for an online invertebrate biology course

Innovation in teaching and learning invertebrate zoology in remote and online classrooms

New Beach Landscapes to Promote Social Distancing and Coastal Conservation during and after the COVID-19 Pandemic

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