scholarly journals Writing Assignments with a Metacognitive Component Enhance Learning in a Large Introductory Biology Course

2014 ◽  
Vol 13 (2) ◽  
pp. 311-321 ◽  
Author(s):  
Michelle Mynlieff ◽  
Anita L. Manogaran ◽  
Martin St. Maurice ◽  
Thomas J. Eddinger
Keyword(s):  
Student Learning ◽  
Introductory Biology ◽  
Act Scores ◽  
Writing Assignments ◽  
Traditional Lecture ◽  
Calibrated Peer Review ◽  
Written Recall ◽  
Introductory Biology Course ◽  
Retention Of Knowledge ◽  
Improve Student Learning

Writing assignments, including note taking and written recall, should enhance retention of knowledge, whereas analytical writing tasks with metacognitive aspects should enhance higher-order thinking. In this study, we assessed how certain writing-intensive “interventions,” such as written exam corrections and peer-reviewed writing assignments using Calibrated Peer Review and including a metacognitive component, improve student learning. We designed and tested the possible benefits of these approaches using control and experimental variables across and between our three-section introductory biology course. Based on assessment, students who corrected exam questions showed significant improvement on postexam assessment compared with their nonparticipating peers. Differences were also observed between students participating in written and discussion-based exercises. Students with low ACT scores benefited equally from written and discussion-based exam corrections, whereas students with midrange to high ACT scores benefited more from written than discussion-based exam corrections. Students scored higher on topics learned via peer-reviewed writing assignments relative to learning in an active classroom discussion or traditional lecture. However, students with low ACT scores (17–23) did not show the same benefit from peer-reviewed written essays as the other students. These changes offer significant student learning benefits with minimal additional effort by the instructors.

Collaborative Learning in the Speech-Language Pathology and Audiology Classroom

2008 ◽  
Vol 11 (1) ◽  
pp. 9-11 ◽  
Author(s):  
Carolyn S. Potts ◽  
Sarah M. Ginsberg
Keyword(s):  
Collaborative Learning ◽  
Student Retention ◽  
Student Learning ◽  
Student Learning Outcomes ◽  
Retention Rates ◽  
Speech Language Pathology ◽  
Traditional Lecture ◽  
Language Pathology ◽  
Improve Student Learning

Abstract In recent years, colleges and universities across the country have been called upon to increase the quality of education provided and to improve student retention rates. In response to this challenge, many faculty are exploring alternatives to the traditional “lecture-centered” approach of higher education in an attempt to increase student learning and satisfaction. Collaborative learning is one method of teaching, which has been demonstrated to improve student learning outcomes.

scholarly journals Biosensors Show Promise as a Measure of Student Engagement in a Large Introductory Biology Course

2020 ◽  
Vol 19 (4) ◽  
pp. ar50
Author(s):  
Karen S. McNeal ◽  
Min Zhong ◽  
Nick A. Soltis ◽  
Lindsay Doukopoulos ◽  
Elijah T. Johnson ◽  
...  
Keyword(s):  
Student Engagement ◽  
Active Learning ◽  
Galvanic Skin Response ◽  
The Other ◽  
Learning Approaches ◽  
Introductory Biology ◽  
Traditional Lecture ◽  
Skin Response ◽  
Introductory Biology Course

Skin biosensors were used to measure student engagement in an introductory biology classroom. One section of the class was taught with active-learning approaches, the other with traditional lecture. Results from galvanic skin response devices indicated students in the active-learning classroom were more engaged than those in the traditional lecture.

Combining Learning and Engagement Strategies in a Software Testing Learning Environment

2022 ◽  
Vol 22 (2) ◽  
pp. 1-25
Author(s):  
Peter J. Clarke ◽  
Debra L. Davis ◽  
Ingrid A. Buckley ◽  
Geoff Potvin ◽  
Mandayam Thirunarayanan ◽  
...  
Keyword(s):  
Social Interaction ◽  
Collaborative Learning ◽  
Student Learning ◽  
Software Testing ◽  
Traditional Lecture ◽  
Face To Face ◽  
Engagement Strategies ◽  
Testing Class ◽  
Improve Student Learning ◽  
Pedagogical Approaches

There continues to be an increase in enrollments in various computing programs at academic institutions due to many job opportunities available in the information, communication, and technology sectors. This enrollment surge has presented several challenges in many Computer Science (CS), Information Technology (IT), and Software Engineering (SE) programs at universities and colleges. One such challenge is that many instructors in CS/IT/SE programs continue to use learning approaches that are not learner centered and therefore are not adequately preparing students to be proficient in the ever-changing computing industry. To mitigate this challenge, instructors need to use evidence-based pedagogical approaches, e.g., active learning, to improve student learning and engagement in the classroom and equip students with the skills necessary to be lifelong learners. This article presents an approach that combines learning and engagement strategies (LESs) in learning environments using different teaching modalities to improve student learning and engagement. We describe how LESs are integrated into face-to-face (F2F) and online class activities. The LESs currently used are collaborative learning , gamification , problem-based learning , and social interaction . We describe an approach used to quantify each LES used during class activities based on a set of characteristics for LESs and the traditional lecture-style pedagogical approaches. To demonstrate the impact of using LESs in F2F class activities, we report on a study conducted over seven semesters in a software testing class at a large urban minority serving institution. The study uses a posttest-only study design, the scores of two midterm exams, and approximate class times dedicated to each LES and traditional lecture style to quantify their usage in a face-to-face software testing class. The study results showed that increasing the time dedicated to collaborative learning, gamification, and social interaction and decreasing the traditional lecture-style approach resulted in a statistically significant improvement in student learning, as reflected in the exam scores.

scholarly journals Replacing Lecture with Peer-led Workshops Improves Student Learning

2009 ◽  
Vol 8 (3) ◽  
pp. 182-192 ◽  
Author(s):  
Ralph W. Preszler
Keyword(s):  
Student Learning ◽  
Student Performance ◽  
Cooperative Groups ◽  
Underrepresented Minority ◽  
Introductory Biology ◽  
Higher Level Thinking ◽  
Males And Females ◽  
Introductory Biology Course ◽  
Improving Student Performance

Peer-facilitated workshops enhanced interactivity in our introductory biology course, which led to increased student engagement and learning. A majority of students preferred attending two lectures and a workshop each week over attending three weekly lectures. In the workshops, students worked in small cooperative groups as they solved challenging problems, evaluated case studies, and participated in activities designed to improve their general learning skills. Students in the workshop version of the course scored higher on exam questions recycled from preworkshop semesters. Grades were higher over three workshop semesters in comparison with the seven preworkshop semesters. Although males and females benefited from workshops, there was a larger improvement of grades and increased retention by female students; although underrepresented minority (URM) and non-URM students benefited from workshops, there was a larger improvement of grades by URM students. As well as improving student performance and retention, the addition of interactive workshops also improved the quality of student learning: Student scores on exam questions that required higher-level thinking increased from preworkshop to workshop semesters.

scholarly journals The Use of a Knowledge Survey as an Indicator of Student Learning in an Introductory Biology Course

2005 ◽  
Vol 4 (4) ◽  
pp. 311-322 ◽  
Author(s):  
Nancy Bowers ◽  
Maureen Brandon ◽  
Cynthia D. Hill
Keyword(s):  
Student Learning ◽  
Introductory Biology ◽  
Chi Square ◽  
Response Level ◽  
Level 3 ◽  
Course Material ◽  
Final Grades ◽  
Introductory Biology Course ◽  
Knowledge Survey ◽  
Student Confidence

A knowledge survey (KS) is a series of content-based questions sequenced in order of presentation during a course. Students do not answer the questions; rather, they rank their confidence in their ability to answer each question. A 304-question KS was designed and implemented for a multisection, multi-instructor introductory biology course to determine whether this tool could be used to assess student learning. The KS was administered during the first 2 wk and the last 2 wk of the semester online via WebCT. Results were scored using one point for each “not confident” response (level 1), two points for each “possibly confident” response (level 2), and three points for each “confident” response (level 3). We found that scores increased significantly between the pre- and post-KS, indicating that student confidence in their knowledge of the course material increased over the semester. However, the correlation between student confidence and final grades was negligible or low, and chi-square tests show that KS scores and matched exam questions were not significantly related. We conclude that under the conditions implemented in our study, the KS does not reliably measure student learning as measured by final grades or exam questions.

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