Open AccessMaintaining Student Engagement during an Abrupt Instructional Transition: Lessons Learned from COVID-19
Author(s) -
Siena Senn,
David R. Wessner
Publication year - 2021
Publication title -
journal of microbiology and biology education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.301
H-Index - 7
eISSN - 1935-7885
pISSN - 1935-7877
DOI - 10.1128/jmbe.v22i1.2305
Subject(s) - covid-19 , transition (genetics) , liberal arts education , pandemic , student engagement , the arts , mathematics education , medical education , computer science , political science , medicine , higher education , psychology , virology , chemistry , law , biochemistry , disease , outbreak , infectious disease (medical specialty) , gene
Because of the COVID-19 pandemic, many colleges and universities announced an abrupt transition to remote learning during the spring 2020 semester. In this report, we discuss the instructional changes that were implemented in an undergraduate microbiology course at a small liberal arts college as a result of this transition.