Adapting Biology: Exploring the Endocrine System in Blended Learning Amidst the COVID-19 Pandemic

During the COVID-19 pandemic, Emphasys adapted its teaching methods to incorporate a hybrid or online approach. This case study outlines the methodology employed to conduct a lesson about the endocrine system in a blended learning methodology. The course is addressed to secondary school students (17 – 18 years old) in their final year.

Context

In Cyprus, it is quite common for secondary school students who are about to graduate to attend afternoon private lessons to prepare for the examinations administered by the Ministry of Education and Culture of the Republic of Cyprus. One of the subjects covered in these exams is biology, and both school and private institution teachers are required to follow a specific curriculum, which includes various subtopics such as human evolution and the endocrine system. In 2022, Cyprus experienced a significant number of new Covid-19 cases, which had an impact on face-to-face lessons. If a student tested positive for Covid-19, they had to participate in blended learning. Unfortunately, biology is a subject that is taught mainly using traditional methods, which due to the situation needed to be modified accordingly. Specifically, teaching the endocrine system in a hybrid mode while keeping the students engaged posed a significant challenge. The students needed to know the processes involved and memorize the names of the glands and hormones, as well as where and when they are released in the body.

People Involved

In the course, 11 people in total took part: the biology teacher and 10 secondary school students (final year). Students had no previous experience with the blended learning methodology since in Cyprus before the COVID-19 crisis all the courses, workshops, and lessons were held in person. Additionally, students had no training from the school or from home on how to manage a blended course, such as the online tools, equipment, etc. However, the biology teacher attended an online webinar organized by the Ministry of Education and Culture to present how to transform the traditional classroom into an online classroom, but the information about blended learning was limited.

Before the transformation

The lessons were carried out in person with only the use of a projector, whiteboard, and printed material, and worksheets. A series of slides were created in the form of a presentation to be used on the projector.

The transformation

To accommodate the shift to online learning, the existing educational materials, including worksheets and other resources, needed to be converted into digital formats and shared with students participating in the online lessons. Additionally, the setup required the installation of a microphone and the positioning of the projector in a way that allowed remote students to clearly see the whiteboard where the teacher presented the lesson content. More drawings were used instead of wording, and in order to ensure that the lesson was inclusive, much of the content was repeated, and both remote and face-to-face students were asked to equally participate.

After the transformation

Following the lesson, the students were assessed through a test designed to evaluate their understanding of the material covered. This quiz took place online and was created using the ‘Kahoot’ platform, known for its interactive and engaging features. Students joined online at the same time using the nickname they prefer, and they simultaneously completed the multiple-choice questions. Remarkably, the students achieved notably high grades in this assessment.

Technologies Employed

Zoom – for the hosting of the virtual lesson
PowerPoint Presentation – used by the teachers to deliver their lesson
Google worksheets – created by teachers for the students to use them to fill in the documents at the same time
Camera, microphone, projector – used by the teacher for blended learning
YouTube – students were given a list of tutorials to watch

Reflections

Challenges Faced

The endocrine system involves intricate processes and a lot of memorisation, which can be better facilitated through direct interactions, live demonstrations, and hands-on activities that a physical classroom setting offers. Also, some students had poor internet connections, so they couldn’t always follow every single part of the lesson.

The students were able to understand and grasp the concepts that were discussed during the lesson. During the blended learning method, students learned how to use Zoom and Google documents, such as Google Docs (word) and Google Sheets (spreadsheets). There was active participation, thoughtful questions, and excellent quiz results on the ‘Kahoot’ platform showing the commitment to learning despite the challenges. Additionally, students enjoyed the online quiz and found it interactive and fun, making it an engaging method for teachers to test the students.

What went well?

Adapting Biology: Exploring the Endocrine System in Blended Learning Amidst the COVID-19 Pandemic