博客文章

Covid 201：教学科学随着大流行的持续

四月ondis.

随着秋季的术语进入，我们可以互相学习什么？事实证明，很多。最近的研究描述了春天2020年春季快速枢纽的缺点，并在在线学习，探索解决方案，因为我们在这种社会距离，不确定的环境中继续教学和学习。

Teachers are mostly confident, but have lower expectations

许多学校以偏远或混合指导格式开放，这秋季。根据最近的盖洛普调查那56% of teachers say they are “very confident” or “confident” in their ability to successfully teach students this term.

与此同时，56％的教师希望学生们学习少比通常这样做。底线：你有信心你可以教，但相信学生的学习结果将与您的平常期望不符。

我们听到你的声音。Covid-19是一种紧急情况，鉴于我们从去年春天过夜转向远程学习的经验，这不能被遗忘。本文的其余部分提出了最大化学生学习的潜在解决方案。

学生错过了动手学习

Although they appreciated asynchronous lab demonstrations, video lectures, chats, and virtual office hours, students in the spring 2020 cohort reported missing doing practical labs, according to a recent文章生物医学工程教育by Timothy Allen and Shannon Barker at the University of Virginia.

Virtual labs can provide an alternative to “hands on” learning while students are socially distanced. Those who are already accustomed to playing ball, driving cars, and gaming in a virtual world have found enjoyment in gamified lab simulations and have had their learning impacted in positive ways.

当教师将在线实验室培训纳入其内在实验室工作后，这些收益可以继续返回。

学生说他们有知识差距

根据最近的时间盖洛普调查。

Since their starting knowledge is likely lower, there is a real risk that weaker students will fall further behind when faced with new material that builds on prior concepts. Unfortunately, spending time re-teaching last year’s material is often not possible.

One solution is for teachers to assign supplemental digital resources such as videos or virtual labs for homework or extra credit.

学生可以灵活地以自己的步伐完成互动虚拟实验室，重复模拟和测验，以支持他们对基础和先决条件概念，理论和技术的审查。华体会赞助ac米兰

该解决方案得到支持2016 research通过Makransky和Bonde发现，在使用虚拟实验室之前开始具有最少知识的学生在完成虚拟实验室后看到了评估中最大的知识增益。

Knowledge-Gains-of-Back-Row-Students.png

One idea to further embed learning is to assign students to summarize and present on their virtual lab observations and conclusions.

教师不能到处都是

Teachers are not constantly available in the context of remote learning. Instead, students at home are often left to learn on their devices. Unfortunately, screen time learning can be too passive.

Without a teacher in the room to notice whether students have lost their motivation or engagement with a video, it can be hard to encourage active, inquiry learning.

据学生介绍an interview与宾夕法尼亚州大学教育学院在线学习董事贝蒂···德尼博士。

一种方法虚拟实验室与简单的视频或动画不同的是，他们要求学习者操纵变量，允许他们加快或减慢时间的效果，向他们展示如何使用昂贵的设备，并提示他们在问题方案中互动。将它们浸入交互式的3D环境中。

根据德继荣的学习虚拟实验室，这种互动元素允许学生深入了解潜在的概念，并了解如何执行实验室练习。

虽然老师的直接指导没有替代，但是最近的研究作者：Chang等人（2020）发现，虚拟实验室模拟导致解释和遵守数据感的能力更大。华体会赞助ac米兰

同样的研究发现，使用虚拟实验室的学生也有更多动力。这些发现类似于a2016 study发现与虚拟实验室的学习提高了学生对他们执行任务的能力的自我效能感。

自我效能收益 - 返回-row-cheuths.png

学习可以帮助最大限度地减少学生的社会压力

对于学生来说，虚拟实验室不仅是免费的暴露的可能性对病毒，毒素和火焰，但它们也没有社会风险。由于它们独立完成每个模拟，因此没有必要进一步与另一个视频会议的缩放疲劳。

In addition, students can experiment with potential solutions without feeling vulnerable to embarrassment if they fail at first. They can replay simulations to continue to practice and reinforce lessons as often as they want until they feel confident in their success.

最后的想法

大流行的持续时间不确定。我们致力于分享策略，以支持教师和学生，因为您现在和将来导航远程学习。

请伸出援手，让我们了解您在从去年春天反思您的体验后，您正在为您提供的内容以及您正在进行的更改。我们可以在未来的帖子中分享您的想法。

本文中的参考文献：

Baidu