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10.1128/jmbe.v22i1.2489 http://scihub22266oqcxt.onion/10.1128/jmbe.v22i1.2489 33884098!8046666!33884098     free     free     free Deprecated: Implicit conversion from float 211.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 211.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 211.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534       J+Microbiol+Biol+Educ 2021 ; 22 (1): ä Nephropedia Template TP {{tp|p=33884098|t=2021. Impacts of a COVID-19 E-Service-Learning Module in a Non-Major Biology Course |pdf=|usr=}}{{33884098}} gab.com Text Impacts of a COVID-19 E-Service-Learning Module in a Non-Major Biology Course JO: J Microbiol Biol Educ http://www.kidney.de/pget.php?&tw=1&pmid=33884098 #FOAvip Educators need to create an informed scientifically aware citizenry, especially in the era of the COVID-19 pandemic, where public health measures have focused on increasing adoption of safe behaviors for reducing the transmission of COVID-19. Non-major science students make up an important, yet understudied, part of our public, given that they constitute tomorrow's voters, workers, consumers, and policy-makers. Expecting that non-majors may benefit from a module connecting COVID-19 to community education, we implemented a novel E-service-learning module in light of the transition from an in-person course to an online platform. Our 4-week module included expert-led lectures, assigned digital infographics about COVID-19 safety precautions, and a required post-reflection assignment summarizing their learning gains. Out of 112 enrolled students, 87 consented to have their reflections analyzed and 8 students chose to participate in additional one-on-one online interviews. In an effort to determine which parts of our module garnered the most student commentary, we grouped post-reflection and interview data into four categories: service-learning infographic, service-learning guest lectures, information on COVID-19, and the broader implications of COVID-19. While 13% of students explicitly referenced infographics in their reflections, a far greater proportion (37%) explicitly referenced learning gains related to the expert-led lectures. Based on these findings, we encourage other educators to continue to explore the impact of E-service-learning content and assignments to help maximize learning in an online classroom environment during the COVID-19 pandemic and beyond. Twit Text FOAVip Impacts of a COVID-19 E-Service-Learning Module in a Non-Major Biology Course ????J Microbiol Biol Educ http://www.kidney.de/pget.php?&tw=1&pmid=33884098 #FOAvip Twit Text # Free Paper on # # # # # LINK http://www.kidney.de/pget.php?&tw=1&pmid=33884098 #FOAvip English Wikipedia <ref>{{Cite pmid|33884098}}</ref> Impacts of a COVID-19 E-Service-Learning Module in a Non-Major Biology Course #MMPMID33884098 Adkins-Jablonsky S; Fleming R; Esteban M; Bucio D; Morris JJ; Raut S J Microbiol Biol Educ 2021[]; 22 (1): ä PMID33884098show ga Educators need to create an informed scientifically aware citizenry, especially in the era of the COVID-19 pandemic, where public health measures have focused on increasing adoption of safe behaviors for reducing the transmission of COVID-19. Non-major science students make up an important, yet understudied, part of our public, given that they constitute tomorrow's voters, workers, consumers, and policy-makers. Expecting that non-majors may benefit from a module connecting COVID-19 to community education, we implemented a novel E-service-learning module in light of the transition from an in-person course to an online platform. Our 4-week module included expert-led lectures, assigned digital infographics about COVID-19 safety precautions, and a required post-reflection assignment summarizing their learning gains. Out of 112 enrolled students, 87 consented to have their reflections analyzed and 8 students chose to participate in additional one-on-one online interviews. In an effort to determine which parts of our module garnered the most student commentary, we grouped post-reflection and interview data into four categories: service-learning infographic, service-learning guest lectures, information on COVID-19, and the broader implications of COVID-19. While 13% of students explicitly referenced infographics in their reflections, a far greater proportion (37%) explicitly referenced learning gains related to the expert-led lectures. Based on these findings, we encourage other educators to continue to explore the impact of E-service-learning content and assignments to help maximize learning in an online classroom environment during the COVID-19 pandemic and beyond. äImpacts of a COVID-19 E-Service-Learning Module in a Non-Major Biology(epmc).pdf DeepDyve Pubget Overpricing