Exploring the critical points of teaching STEM subjects in the time of COVID 19: the experience of the course "Microscopy Techniques for Forensic Biology".

Elvira Brunelli,Rachele Macirella

doi:10.12688/f1000research.28455.1

Abstract

Background: The University was among the first structures to be hit by the health emergency, transferring all its teaching and research activities remotely. It was not easy for teachers and students to find themselves suddenly shifted into different teaching and socializing context. Results: This article describes and analyzes the online teaching experience carried out for the course of Microscopy Techniques for Forensic Biology offered as a part of the Master's degree program in Biology at the University of Calabria (Italy). A cross-sectional survey (pilot study) was designed to investigate the accessibility of distance learning along with an evaluation of adjustments needed for the conversion from offline to online instruction. Particular attention has been paid to learning material and lesson duration, with specific emphasis on practical activities. Conclusions: The author's intent is that of opening a comparison between the strengths and weaknesses that emerged in this experience, highlighting, in particular, how the educational relationship between teacher and student has changed.

Highlights

The traditional academic and research community asked learners to handle paper-based documents, taking the form of exercise books, notebooks, lecture notes, etc., and a way of transmitting knowledge mainly based on the frontal lessons
This paper aims to participate in the dialogue about online education during the pandemic contributing to the definition of the future strategy aimed to overcome the limits of non-traditional learning
The program of the course has remained unchanged compared to previous academic years, online learning has needed the introduction of additional slides

Summary

Introduction

The traditional academic and research community asked learners to handle paper-based documents, taking the form of exercise books, notebooks, lecture notes, etc., and a way of transmitting knowledge mainly based on the frontal lessons. The overall objective envisaged was the enrichment of traditional lessons through the use of network technologies and related paradigms This e-learning service relies on Massive Open Online Courses (MOOCs) that support distance education, acknowledging the existence of a plurality of academic training offers (Kaplan & Haenlein, 2016). Despite these growing innovations, until now, the most common teaching method in university education remains the face-to-face lessons that immediately enable the teacher and the students to communicate and confidently. Conclusions: The author's intent is that of opening a comparison between the strengths and weaknesses that emerged in this experience, highlighting, in particular, how the educational relationship between teacher and student has changed

Objectives

Methods

Results

Discussion

Conclusion