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10.1002/ece3.6739 http://scihub22266oqcxt.onion/10.1002/ece3.6739 33250987!7679540!33250987     free     free     free Deprecated: Implicit conversion from float 227.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534       Ecol+Evol 2020 ; 10 (22): 12472-12481 Nephropedia Template TP {{tp|p=33250987|t=2020. Engaging online students by activating ecological knowledge |pdf=|usr=}}{{33250987}} gab.com Text Engaging online students by activating ecological knowledge JO: Ecol Evol http://www.kidney.de/pget.php?&tw=1&pmid=33250987 #FOAvip The current COVID-19 pandemic has forced the global higher education community to rapidly adapt to partially or fully online course offerings. For field- or laboratory-based courses in ecological curricula, this presents unique challenges. Fortunately, a diverse set of active learning techniques exists, and these techniques translate well to online settings. However, limited guidance and resources exist for developing, implementing, and evaluating active learning assignments that fulfill specific objectives of ecology-focused courses. To address these informational gaps, we (a) identify broad learning objectives across a variety of ecology-focused courses, (b) provide examples, based on our collective online teaching experience, of active learning activities that are relevant to the identified ecological learning objectives, and (c) provide guidelines for successful implementation of active learning assignments in online courses. Using The Wildlife Society's list of online higher education ecology-focused courses as a guide, we obtained syllabi from 45 ecology-focused courses, comprising a total of 321 course-specific learning objectives. We classified all course-specific learning objectives into at least one of five categories: (a) Identification, (b) Application of Concepts/Hypotheses/Theories, (c) Management of Natural Resources, (d) Development of Professional Skills, or (e) Evaluation of Concepts/Practices. We then provided two examples of active learning activities for each of the five categories, along with guidance on their implementation in online settings. We suggest that, when based on sound pedagogy, active learning techniques can enhance the online student's experience by activating ecological knowledge. Twit Text FOAVip Engaging online students by activating ecological knowledge ????Ecol Evol http://www.kidney.de/pget.php?&tw=1&pmid=33250987 #FOAvip Twit Text # Free Paper on # # # # # LINK http://www.kidney.de/pget.php?&tw=1&pmid=33250987 #FOAvip English Wikipedia <ref>{{Cite pmid|33250987}}</ref> Engaging online students by activating ecological knowledge #MMPMID33250987 Hines SL; Vedral AJ; Jefferson AE; Drymon JM; Woodrey MS; Mabey SE; Sparks EL Ecol Evol 2020[Nov]; 10 (22): 12472-12481 PMID33250987show ga The current COVID-19 pandemic has forced the global higher education community to rapidly adapt to partially or fully online course offerings. For field- or laboratory-based courses in ecological curricula, this presents unique challenges. Fortunately, a diverse set of active learning techniques exists, and these techniques translate well to online settings. However, limited guidance and resources exist for developing, implementing, and evaluating active learning assignments that fulfill specific objectives of ecology-focused courses. To address these informational gaps, we (a) identify broad learning objectives across a variety of ecology-focused courses, (b) provide examples, based on our collective online teaching experience, of active learning activities that are relevant to the identified ecological learning objectives, and (c) provide guidelines for successful implementation of active learning assignments in online courses. Using The Wildlife Society's list of online higher education ecology-focused courses as a guide, we obtained syllabi from 45 ecology-focused courses, comprising a total of 321 course-specific learning objectives. We classified all course-specific learning objectives into at least one of five categories: (a) Identification, (b) Application of Concepts/Hypotheses/Theories, (c) Management of Natural Resources, (d) Development of Professional Skills, or (e) Evaluation of Concepts/Practices. We then provided two examples of active learning activities for each of the five categories, along with guidance on their implementation in online settings. We suggest that, when based on sound pedagogy, active learning techniques can enhance the online student's experience by activating ecological knowledge. äEngaging online students by activating ecological knowledge (epmc).pdf DeepDyve Pubget Overpricing