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      Opportunities and Challenges of Online Instruction and Effective Pedagogy That Blurs the Lines between Online and On-Site Teaching and Learning

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          Most cited references35

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          Why Did Students Report Lower Test Anxiety during the COVID-19 Pandemic?

          Test anxiety is a common experience shared by college students and is typically investigated in the context of traditional, face-to-face courses. However, the onset of the COVID-19 pandemic resulted in the closure of universities, and many students had to rapidly shift to and balance the challenges of online learning. We investigated how the shift to online learning during the pandemic impacted trait (habitual) and state (momentary) test anxiety and whether there was variation across different demographic groups already vulnerable to performance gaps in science, technology, engineering, and mathematics (STEM) courses. Quantitative analyses revealed that trait and state test anxiety were lower in Spring 2020 (COVID semester) than in Spring 2019 and were higher overall in women than men. We did not find a difference in either trait or state anxiety in first-generation students or among persons excluded because of ethnicity or race. Qualitative analyses revealed that student priorities shifted away from coursework during Spring 2020. While students initially perceived the shift to online learning as beneficial, 1 month after the shift, students reported more difficulties studying and completing their coursework. Taken together, these results are the first to compare reports of test anxiety during a traditional, undisrupted semester to the semester where COVID-19 forced a sudden transition online.
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            Participation and Performance by Gender in Synchronous Online Lectures: Three Unique Case Studies during Emergency Remote Teaching

            Studies have documented that men’s voices are generally heard more than women’s voices in face-to-face undergraduate biology classes, and some performance gaps have also been documented. Some of the few studies on gender equity in traditional online biology education suggest that women participate more and perform better in asynchronous online courses compared to men. While much is known about emergency remote teaching during the COVID-19 pandemic exacerbating existing inequities generally, studies are needed about the impact of specific emergency remote teaching practices on specific groups such as women. In this study, we performed an in-depth investigation of three life sciences classrooms that utilized synchronous online lectures during the pandemic. We observed each class throughout the semester, quantified participation behaviors, and investigated the role of student gender. We also compared final course grades by gender. On average, we found that men participated more than women both verbally and by chat. These differences were not significant for each class individually, but the differences align with the face-to-face patterns seen in this population previously. Our results also hint that men’s chat comments may be more likely to be acknowledged than women’s chats by peers. We found evidence of greater performance disparities favoring men than seen previously before the pandemic, but not in all classes. We discuss implications for instructors conducting emergency remote teaching as well as the need for larger studies to test the replicability of our results.
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              TikTok: An Emergent Opportunity for Teaching and Learning Science Communication Online

              Increasing use of social media during the COVID-19 pandemic practice of social distancing has emphasized the value and power of effective science communication through social media. As such, it has become equally important to teach and learn how to use social media accurately and effectively for science communication. In response, we developed an activity to use the social media platform TikTok to both model and build effective 21st century science communication skills. TikTok is a short-form video sharing platform whose popularity sharply increased during the COVID-19 pandemic. By using the short, focused video style of TikTok, we modeled effective social media science communication practices to teach basic science concepts and laboratory techniques. At the end of the semester, students were then challenged to create their own informative and engaging TikToks about their team’s research projects to practice effective science communication. Here we share our approach and several TikTok best practices for effective and engaging science communication teaching and learning, along with example videos created during this process.
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                Author and article information

                Contributors
                Journal
                J Microbiol Biol Educ
                J Microbiol Biol Educ
                jmbe
                Journal of Microbiology & Biology Education
                American Society for Microbiology (1752 N St., N.W., Washington, DC )
                1935-7877
                1935-7885
                11 April 2022
                April 2022
                11 April 2022
                : 23
                : 1
                : e00047-22
                Affiliations
                [a ] Harvard Medical Schoolgrid.471403.5, , Boston, Massachusetts, USA
                [b ] Minnesota State University Moorhead, Moorhead, Minnesota, USA
                [c ] North Carolina State Universitygrid.40803.3f, , Raleigh, North Carolina, USA
                [d ] Herkimer County Community College, Herkimer, New York, USA
                [e ] School of Biology, Georgia State University, , Atlanta, Georgia, USA
                Author notes

                The authors declare no conflict of interest.

                The views expressed in this article do not necessarily reflect the views of the journal or of ASM.

                Author information
                https://orcid.org/0000-0003-3155-9969
                https://orcid.org/0000-0003-1542-6410
                https://orcid.org/0000-0002-2013-0334
                Article
                00047-22 jmbe.00047-22
                10.1128/jmbe.00047-22
                9053054
                35496714
                f3fb31eb-27d3-48e3-a543-9064d48a53dc
                Copyright © 2022 Pike et al.

                This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International license.

                History
                : 21 March 2022
                : 22 March 2022
                Page count
                supplementary-material: 1, Figures: 0, Tables: 0, Equations: 0, References: 35, Pages: 4, Words: 2915
                Categories
                Editorial
                jmbe-opp-chal-instruc, Special Sections: Opportunities and Challenges of Online Instruction
                Custom metadata
                April 2022

                editorial,effective pedagogy,online instruction,themed issue

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