Preprint Review Version 1 Preserved in Portico This version is not peer-reviewed

The Day the Classroom Flipped: Lessons Learned from Interdisciplinary Science Education Online

Version 1 : Received: 11 January 2022 / Approved: 13 January 2022 / Online: 13 January 2022 (18:27:07 CET)

How to cite: Long, M.J.; Aye, Y. The Day the Classroom Flipped: Lessons Learned from Interdisciplinary Science Education Online. Preprints 2022, 2022010196 (doi: 10.20944/preprints202201.0196.v1). Long, M.J.; Aye, Y. The Day the Classroom Flipped: Lessons Learned from Interdisciplinary Science Education Online. Preprints 2022, 2022010196 (doi: 10.20944/preprints202201.0196.v1).

Abstract

The Covid‐19 pandemic, evolving needs of students & mentors, and the drive for global educational equality are collectively shifting how courses are packaged/distributed, ushering a more holistic approach and blending of fields. We recently created interdisciplinary courses in chemical biology aimed at massive open online and small private levels. These courses cover biology, chemistry, & physics, and concepts underlying modern chemical‐biology tools. We discuss what we learned while creating/overseeing these courses: content optimization and maintaining material freshness while fostering a stimulating learning environment. We outline mechanisms that help sustain student attention throughout rapidly‐moving courses, how to integrate adaptability to students’ needs in the short & long term, and speculate how we could have improved. We believe this will be an important guide for anyone wanting to develop online learning formats ideal for nurturing interdisciplinary scientists of tomorrow.

Keywords

education; online; chemical biology; interdisciplinary

Subject

LIFE SCIENCES, Other

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