Blar i Bergen Open Research Archive på forfatter "Cotner, Sehoya Harris"

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    • Are synchronous chats a silver lining of emergency remote instruction? Text-based chatting is disproportionately favored by women in a non-majors introductory biology course 

      Robnett, Rachael D.; Ballen, Cissy J.; Fagbodun, Sheritta; Lane, Kelly; McCoy, Sophie J.; Robinson, Lecia; Weems, Ebony I.; Cotner, Sehoya Harris (Journal article; Peer reviewed, 2022)
      The coronavirus disease 2019 (COVID-19) pandemic has led to a reimagining of many aspects of higher education, including how instructors interact with their students and how they encourage student participation. Text-based ...

    • Close to open—Factors that hinder and promote open science in ecology research and education 

      Strømme, Christian Bianchi; Lane, A. Kelly; Halbritter, Aud Helen; Law, Elizabeth; Nater, Chloé Rebecca; Nilsen, Erlend Birkeland; Boutouli, Grace D.; Egelkraut, Dagmar Dorothea; Telford, Richard James; Vandvik, Vigdis; Cotner, Sehoya Harris (Journal article; Peer reviewed, 2022-12-21)
      The Open Science (OS) movement is rapidly gaining traction among policy-makers, research funders, scientific journals and individual scientists. Despite these tendencies, the pace of implementing OS throughout the scientific ...

    • Cooperative learning goes online: teaching and learning intervention in a digital environment impacts psychosocial outcomes in biology students 

      Møgelvang, Anja; Vandvik, Vigdis; Ellingsen, Ståle; Strømme, Christian Bianchi; Cotner, Sehoya Harris (Journal article; Peer reviewed, 2023)
      Identifying evidence-based teaching and learning strategies that can ease teacher challenges and mitigate student concerns in digital settings becomes increasingly important. In this intervention study we compared the ...

    • Eight Recommendations to Promote Effective Study Habits for Biology Students Enrolled in Online Courses 

      Ewell, Sharday N.; Cotner, Sehoya Harris; Drake, Abby Grace; Fagbodun, Sheritta; Google, Angela; Robinson, Lecia; Soneral, Paula; Ballen, Cissy J. (Journal article; Peer reviewed, 2022)
      To achieve meaningful learning experiences in online classrooms, students must become self-regulated learners through the development of effective study habits. Currently, there is no set of recommendations to promote study ...

    • Evaluating the Representation of Community Colleges in Biology Education Research Publications following a Call to Action 

      Creech, Catherine; Just, Jan; Hammarlund, Sarah; Rolle, Cleo E.; Gonsar, Ngawang Y.; Olson, Alyssa; Campbell, Nikaila; Mennes, Karissa; Adoradio, Cecilia; Soneral, Paula; Ewell, Sharday; Mazur, Clay; Lane, A Kelly; Hewlett, James; Cotner, Sehoya Harris (Journal article; Peer reviewed, 2022)
      Interest in biology education research (BER) has been growing over the last two decades, yet few BER publications focus on community colleges, which serve a large percentage of the undergraduate student population and a ...

    • Gender gaps in the performance of Norwegian biology students: the roles of test anxiety and science confidence 

      Cotner, Sehoya Harris; Jeno, Lucas Matias; Walker, J. D; Jørgensen, Christian; Vandvik, Vigdis (Journal article; Peer reviewed, 2020)
      Background: Understanding student motivational factors such as test anxiety and science confidence is important for increasing retention in science, technology, engineering, and math (STEM), especially for underrepresented ...

    • Maintaining quality assessment practices in Norwegian higher education after the two-evaluator law 

      Harlap, Yael; Jørgensen, Christian; Cotner, Sehoya Harris (Journal article; Peer reviewed, 2022)
      In May 2021, the Norwegian parliament voted unanimously to again require the use of two evaluators to assess all student work given a grade on the A-F scale in higher education. This revision of the law regulating higher ...

    • Next-generation field courses: Integrating Open Science and online learning 

      Geange, Sonya Rita; von Oppen, Jonathan; Strydom, Tanya; Boakye, Mickey; Gauthier, Tasha-Leigh J.; Gya, Ragnhild; Halbritter Rechsteiner, Aud Helen; Jessup, Laura H.; Middleton, Sara L.; Navarro, Jocelyn; Peirfederici, Maria Elisa; Chacón-Labella, Julia; Cotner, Sehoya Harris; Farfan-Rios, William; Maitner, Brian S.; Michaletz, Sean T.; Telford, Richard; Enquist, Brian J.; Vandvik, Vigdis (Journal article; Peer reviewed, 2021)
      As Open Science practices become more commonplace, there is a need for the next generation of scientists to be well versed in these aspects of scientific research. Yet, many training opportunities for early career researchers ...

    • Smaller classes promote equitable student participation in STEM 

      Ballen, Cissy J.; Aguillon, Stepfanie M.; Awwad, Azza; Bjune, Anne Elisabeth; Challou, Daniel; Drake, Abby Grace; Driessen, Michelle; Ellozy, Aziza; Ferry, Vivian E.; Goldberg, Emma E.; Harcombe, William; Jensen, Steve; Jørgensen, Christian; Koth, Zoe; McGaugh, Suzanne; Mitry, Caroline; Mosher, Bryan; Mostafa, Hoda; Petipas, Renee H.; Soneral, Paula A.G.; Watters, Shana; Wassenberg, Deena; Weiss, Stacey L.; Yonas, Azariah; Zamudio, Kelly R.; Cotner, Sehoya Harris (Peer reviewed; Journal article, 2019)
      As science, technology, engineering, and mathematics (STEM) classrooms in higher education transition from lecturing to active learning, the frequency of student interactions in class increases. Previous research documents ...

    • Using a self-determination theory approach to understand student perceptions of inquiry-based learning 

      Zhao, Fangfang; Roehrig, Gillian; Patrick, Lorelei; Levesque-Bristol, Chantal; Cotner, Sehoya Harris (Journal article; Peer reviewed, 2021)
      Inquiry-based laboratory activities, as a part of science curricula, have been advocated to increase students’ learning outcomes and improve students’ learning experiences, but students sometimes struggle with open-inquiry ...