Teaching and learning under COVID-19 public health edicts: the role of household lockdowns and prior technology usage.

Public health edicts necessitated by COVID-19 prompted a rapid pivot to remote online teaching and learning. Two major consequences followed: households became students' main learning space, and technology became the sole medium of instructional delivery. We use the ideas of "digital disconnect" and "digital divide" to examine, for students and faculty, their prior experience with, and proficiency in using, learning technology. We also explore, for students, how household lockdowns and digital capacity impacted learning. Our findings are drawn from 3806 students and 283 faculty instructors from nine higher education institutions across Asia, Australia, Europe, and North America. For instructors, we find little evidence of a digital divide but some evidence of a digital disconnect. However, neither made a difference to self-reported success in transitioning courses. Faculty instructors were impacted in a myriad of diverse ways. For students, we show that closure and confinement measures which created difficult living situations were associated with lower levels of confidence in learning. The digital divide that did exist among students was less influential than were household lockdown measures in undermining student learning.

[A Massive Open Oneline Course (MOOC) on pratical histology: A goal, a tool, a large public ! Return on a first experience]. / Un « Massive Open Online Course ¼ (MOOC) sur des travaux pratiques en histologie : un objectif, un outil, un public varié ! Retour sur une première expérience.

A goal ! The MOOC entitled "Introduction to Histology, A Human Tissue Exploration" correspond to our vision of the practice of General Histology, which is based on the ability to diagnose 5 families of biological tissues. Ultimately, participants must be able to recognize the different types of cells and all the surrounding elements in order to understand how they organize themselves to form tissues with specific functions. A tool ! This know-how is based on reasoning from observations of microscopic structures. Learners are therefore invited to manipulate a virtual microscope to explore biological samples on histological slides digitized. Annotations, comments, drawings or photos are associated with landmarks that enrich the study of these histological sections. A target audience ! Two educational paths allow deepening the subject in a different way and thus matching the goals or motivations of each one. After a first year of experience, usage statistics and surveys of our learners show that the MOOC Histo has allowed each of them to find an interest and federate a community of motivated learners.