Planned versus Pivoted Distance Instruction: Lessons Learned from the COVID-19 Semester

Abstract:

Online science learning can be effective, with the quality of learning experiences dependent upon the instructional quality and design. My previous research focused on optimization of online science curricula through students’ self-directed learning opportunities, development of learning communities, active learning strategies, and incorporating students’ local environments to scaffold science content to geographic affiliations; this SCALE approach resulted in student gains in both science content and attitudes towards online learning (e.g., Clary & Wandersee 2008, 2009, 2010, 2012, 2014).

However, there is a vast difference between planned distance learning and pivoted distance learning. During the Spring 2020 semester, both veteran online teachers and their students struggled when the pandemic forced a quick migration from face-to-face classrooms to online content delivery.

In an on-campus paleontology class and laboratory, students (N = 12) reflected on what worked well with pivoted online instruction, and what could be improved. Content analysis of anonymous responses revealed three stable themes: 1) students felt overwhelmed with the amount of time required in online learning; 2) regular (weekly) quizzes and assignments helped students stay focused on content; and 3) outside variables—including coronavirus, employment insecurity, and distance from family—influenced students’ ability to focus on their online coursework. Although the paleontology lab involved hands-on samples, the student majority reported that the online transition was smooth and easy, with most issues resulting from internet connectivity when viewing online fossil photographs and virtual specimens. However, the laboratory course required students to view weekly online videos and complete an online prelab quiz before the pandemic crisis, unlike the on-campus lecture class. These results indicate that on-campus courses with an online established routine may result in smoother online transitions for students when emergency pivots are necessitated.