The case for flexibility in online science courses: Strategies and caveats

Abstract

The COVID‐19 pandemic created an unpredictable and stressful situation for both students and instructors. With current instruction largely occurring in an online environment, we propose that increased flexibility in course structure will best support student learning. Flexible course structure offers a trauma‐aware approach to teaching, is in line with the Universal Design for Learning, and increases student motivation and meaningful learning. It can also provide more authentic experiences akin to science‐based careers. We provide several specific suggestions for incorporating flexibility in one's class, as well as outline considerations and caveats. Our hope is that flexibility necessitated by the COVID‐19 pandemic will continue to inspire change in future course design and educational paradigms.