Three Steps to Adapt Case Studies for Synchronous and Asynchronous Online Learning†

Author:

Bixler Andrea1,Eslinger Melissa2,Kleinschmit Adam J.3,Gaudier-Diaz Monica M.4,Sankar Usha5,Marsteller Patricia6,Goller Carlos C.7,Robertson Sabrina4

Affiliation:

1. Clarke University, Science and Mathematics Department, Dubuque, Iowa, USA 52001

2. United States Military Academy, Department of Chemistry & Life Science, West Point, New York, USA 10996

3. University of Dubuque, Department of Natural and Applied Sciences, Dubuque, Iowa, USA 52001

4. University of North Carolina at Chapel Hill, Department of Psychology & Neuroscience, Chapel Hill, North Carolina, USA 27599

5. Fordham University, Department of Biology, Bronx, New York, USA 10458

6. Emory University, Department of Biology, Atlanta, Georgia, USA 30322

7. North Carolina State University, Department of Biological Sciences, Raleigh, North Carolina, USA 27695

Abstract

Pandemic SARS-CoV-2 has ushered in a renewed interest in science along with rapid changes to educational modalities. While technology provides a variety of ways to convey learning resources, the incorporation of alternate modalities can be intimidating for those designing curricula.

Publisher

American Society for Microbiology

Subject

General Agricultural and Biological Sciences,General Immunology and Microbiology,General Biochemistry, Genetics and Molecular Biology,Education

Reference18 articles.

1. What is a case?;Herreid CF;J Coll Sci Teach,1997

2. Teaching science with case studies: a national survey of faculty perceptions of the benefits and challenges of using cases;Yadav A;J Coll Sci Teach,2007

3. The Teaching Practices Inventory: A New Tool for Characterizing College and University Teaching in Mathematics and Science

4. Scientific Teaching: Defining a Taxonomy of Observable Practices

5. The boy scouts said it best: some advice on case-study teaching and student preparation;Herreid CF;J Coll Sci Teach,2007

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