Online Science Education meets Face-to-Face
To address the coronavirus pandemic of Spring 2020, many schools have substituted online instruction for traditional face-to-face instruction. Yet the efficacy of online instruction remains uncertain. Here Dr. Bloom compares the performance of 1,523 undergraduates at the University of California at Davis taking either an online or face-to-face version of an introductory course on climate change. He discusses findings and implications for instruction based on his study.
