Pivoting an In-Person Multiplatform Science Program to a Virtual Program during a Pandemic
Lessons Learned
Bibliographic Data
| ID | 21746290 |
|---|---|
| Authors | Linlin Li (0000-0003-1049-8749), Gary Weiser (0000-0001-5967-8519), Kim Luttgen (0009-0006-5906-4019), Megan Schneider (0009-0000-8624-2649), Chun-Wei Kevin Huang, Momo Hayakawa, Joan Freese, Beth Daniels, Mai Chue Lor, Emily Jensen, Emily J Jensen (0000-0002-8329-8388) |
| Year | 2022 |
| Volume | 32 |
| Issue | 3 |
| Pages | 53-81 |
| Publication date | 2022-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Children Youth and Environments (JOURNAL) |
| Journal identifiers | ISSN: 1546-2250 • E-ISSN: 1546-2250 |
| Publisher | Project MUSE (PUBLISHER • US) |
| DOI | 10.1353/cye.2022.0023 |
| OpenAlex | W4312571228 |
| Language | EN |
School closures because of natural phenomena, such as COVID-19, underscore long-standing gaps in access to science education in the United States of America, particularly for young students. When educators have to pivot to deliver virtual instruction, it is important to identify feasible remote learning strategies for science content across formal and informal learning environments. This article discusses two evaluation studies of a multiplatform science learning program was originally developed for an in-person, formal learning environment that was modified based on infrastructure, preparations, and resource availability to meet the needs of distance learning in formal and informal learning environments due to COVID-19
2019-20 coronavirus outbreak · Distance education · Formal learning · Mathematics education · Multimedia · Pandemic · Science education · Science learning · Virtual learning environment · Computer Science · Educational Innovations and Technology · Experimental Learning in Engineering · Medicine · Online and Blended Learning · Psychology
| Highly cited | No |
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