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Ten best practices for taking experiential learning online
Author(s) -
Cridland Caitlin,
Drape Tiffany,
Marine Sasha,
Gillaspy Glenda
Publication year - 2020
Publication title -
biochemistry and molecular biology education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.34
H-Index - 39
eISSN - 1539-3429
pISSN - 1470-8175
DOI - 10.1002/bmb.21477
Subject(s) - experiential learning , mentorship , covid-19 , best practice , experiential education , psychology , medical education , pedagogy , medicine , political science , disease , pathology , infectious disease (medical specialty) , law
Like many institutions around the world, the COVID‐19 pandemic prompted us to shift our summer 2020 in‐person undergraduate experiential learning program to a remote, virtual format. Here, we present our observations, summarized in 10 best practices, for moving a STEM‐focused research experience for undergraduates, experiential learning program or research‐based course online. We will also discuss how our program was originally designed and implemented, and how we adapted our activities to deliver an at‐home research experience that maintained student engagement, mentorship, and a shared sense of community.