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Impact of Emergency Remote Instruction on Students’ Perspectives of Collaborative Teaching in an Introductory Biology Course

Namitha Bhat, Petra Kranzfelder Molecular and Cellular Biology University of California, Merced 5200 Lake Rd, Merced, CA 95343

Team-Based Learning (TBL) and Collaborative Teaching (CT) are student-centered, evidence-based pedagogies that promote active student engagement and learning. However, the COVID-19 pandemic caused classrooms to unexpectedly shift to emergency remote instruction (ERI), so it was unknown how this would impact student perspective of these pedagogies, related to CT, collaboration with others, and their lecture preparation. In this study, we investigated how students’ perspectives of a TBL-CT model were impacted by ERI during the COVID-19 pandemic. We collected data from a large enrollment, introductory biology course at a midsize, minority-serving institution. We administered a Qualtrics survey in the middle and at the end of the semester, which included 10 questions on a 5-point Likert scale ranging from strongly disagree to strongly agree. We calculated the relative frequency of student perspectives and represented changes between mid- and end-of-semester surveys with stacked bar charts, column charts, and pie charts. Additionally, we asked students to respond to open-ended questions to explain their perspectives, which we categorized into general themes using an inductive content analysis approach. We found that many students found the TBL-CT model less helpful and some found additional office hours and in-lecture teams more helpful during ERI. While most students acknowledged that ERI impacted their learning, many agreed this TBL-CT model helped them understand the material they were taught. We recommend that STEM instructors consider implementing this TBL-CT model in their classroom to help actively engage learners, both remotely and in-person, due to student surveys indicating that this classroom helped them feel comfortable asking questions and collaborating with others.




Additional Abstract Information

Presenter: Namitha Bhat

Institution: University of California - Merced

Type: Poster

Subject: Education

Status: Approved


Time and Location

Session: Poster 6
Date/Time: Tue 2:00pm-3:00pm
Session Number: 4505