Alternative Learning Strategies in a Time of Crisis – COVID-19

By Sabrina Dharshi, Brock University

Educational institutions worldwide went into lockdown at the beginning of the COVID-19 outbreak. Italy shut down schools on February 25th, just after the first case on February 21st (Favale et al., 2020). There was insufficient time for instructors to plan out how they would be teaching the rest of the semester. They buckled down after the temporary closure of facilities and created alternative forms of learning other than the traditional face-to-face environment. (Abbey & Hoxley, 2020). E-Learning (EL), blended-learning (BL), and flipped classroom (FC) have been widely implemented as methods of teaching and learning in lecture courses in many parts of the world (Thai et al., 2020). However, lab-based courses are gradually adjusting to the online environment, requiring a more structured learning environment than lecture courses (Disanti,2020). These online learning environments can be considered a panacea during the COVID-19 pandemic (Dhawan, 2020) and educational leaders are doing their best to create a persistent learning environment (Petroski & Rogers, 2020). By researching adaptive teaching and learning methods implemented to address COVID-19, I hope to provide an analysis of current online teaching modes and implications for future laboratory environments.

Flexible Learning in Higher Education

Flexible learning encourages self-development and effective learning (Dhawan, 2020). Students acquire a sense of autonomy as they become responsible for creating their schedule to learn material and complete their courses (Petroski & Rogers, 2020). The three types of online learning environments are EL, BL, and FC, which incorporate web-based lectures that are synchronous or asynchronous (Thai et al., 2020). There are pros and cons of each, and it provides a more self-directed learning style than the traditional face-to-face classes (Thai et al., 2020).

Laboratory Sessions in Higher Education

Lab instructors are grappling with the idea of social distancing in the on-campus labs as they have to abide by health and safety regulations (Abbey & Hoxley, 2020). Some colleges have committed to creating online labs while maintaining a meaningful classroom experience (Sheridan College, 2020). Sheridan College has created a virtual lab for its students in an Engineering Technology program, allowing them to develop hands-on experience from over the computer. The simulators are designed according to the technology that would have been used on campus. Creating virtual labs that are interactive and appealing to students is the key to using virtual labs as a learning tool (Sheridan College, 2020). Another model of online labs includes using laboratory kits for at home experiments (Abbey & Hoxley, 2020). Basic science labs can use household items (Abbey & Hoxley, 2020). But for others, instructors would have to organize laboratory kits. There are several setbacks to this method. Students in a microbiology lab found that purchasing lab kits were more costly than expected (Disanti, 2020). Along with lab material costs, students are expected to have a properly formatted laptop or a PC to run the software for their lab instead of their school PC’s (Disanti,2020). Also, storing laboratory kits in your home may be hazardous if the kit includes bacteria or other testing materials (Disanti,2020). 

There are two recommendations that I would suggest when making laboratory sessions online. First, ensure that lab sessions allow for collaborative learning. This type of learning encompasses a platform where students can communicate through discussion forums, chats, or group learning initiatives. Research shows that collaborative learning techniques use higher-order cognitive processes and can develop cognitive structures in the brain (Thai et al., 2020). Second, provide sufficient information to complete the lab, such as using an online simulator, steps to log in, or necessary household materials to complete work (Flaherty, 2020). I would also suggest that instructors use software that is compatible with both Mac and PC’s.

Leaders in higher education are the innovators of tomorrow’s world (COU, 2016). They want to ensure students are receiving a good education, and this is possible if research is done is a timely manner. Future research can examine the relationship between the level of difficulty of labs and lack of motivation. The first online laboratory session must not be challenging for students because it could overwhelm them (Martin, 2020). Studies can compare both in-person labs and online labs to determine the effectiveness of lab methods. Overall, research can be done to improve current online teaching methods and determine the implications for future laboratory courses.

To conclude, the analysis and recommendations here provide practical online learning techniques that instructors can use during the pandemic. If followed correctly, administering labs virtually can be easier during this unprecedented time, especially during phase 2 of COVID-19.

References

Abbey, B., & Hoxley, D. (2020, September 06). Lab experiments in the pandemic moved online or mailed home to uni students. The Conversation. Retrieved October 10, 2020, from https://theconversation.com/lab-experiments-in-the-pandemic-moved-online-or-mailed-home-to-uni-students-138794

COU (2016). Council of Ontario Universities: Preparing our students for tomorrow’s world. Online at https://cou.ca/wp-content/uploads/2017/02/COU-Biennial-Report-2014-2016.pdf

Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5–22. https://doi.org/10.1177/0047239520934018

Disanti, C. (2020, September 14). Students struggle to adjust to remote and hybrid science labs. The Hawk Newspaper. Retrieved October 17, 2020, from https://www.sjuhawknews.com/students-struggle-to-adjust-to-remote-and-hybrid-science-labs/  

Favale, T., Soro, F., Trevisan, M., Drago, I., & Mellia, M. (2020). Campus traffic and e-Learning during COVID-19 pandemic. Computer Networks, 176, 107290. doi:10.1016/j.comnet.2020.107290

Flaherty, C. (2020, March 18). How institutions are approaching scientific research during COVID-19. Inside Higher Ed. Retrieved October 10, 2020, from https://www.insidehighered.com/news/2020/03/18/how-institutions-are-approaching-scientific-research-during-covid-19

Martin, A. (2020, March 16). How to optimise online learning in the age of Coronavirus. UNSW Sydney Newsroom. Retrieved October 15, 2020, from https://newsroom.unsw.edu.au/news/social-affairs/how-optimise-online-learning-age-coronavirus

Petroski, D. J., & Rogers, D. (2020). An examination of student responses to a suddenly online learning environment: What we can learn from gameful instructional approaches. The Journal of Literacy and Technology, 21(2), 102-110. Retrieved from http://www.literacyandtechnology.org/uploads/1/3/6/8/136889/jlt_vol_21_2__v1.02.pdf#page=102  

Thai, N. T., Wever, B. D., & Valcke, M. (2020). Face‐to‐face, blended, flipped, or online learning environment? Impact on learning performance and student cognitions. Journal of Computer Assisted Learning, 36(3), 397-411. doi:10.1111/jcal.12423

Virtual lab illustrates Sheridan’s commitment to meaningful learning experiences during pandemic. (n.d.). Sheridan College Latest News. Retrieved October 12, 2020, from https://www.sheridancollege.ca/news-and-events/news/virtual-lab-illustrates-sheridans-commitment-to-meaningful-learning-experiences-during-pandemic