scholarly journals Improving Academic Performance, Belonging, and Retention through Increasing Structure of an Introductory Biology Course

2019 ◽  
Vol 18 (4) ◽  
pp. ar53 ◽  
Author(s):  
Mike Wilton ◽  
Eduardo Gonzalez-Niño ◽  
Peter McPartlan ◽  
Zach Terner ◽  
Rolf E. Christoffersen ◽  
...  
Keyword(s):  
Academic Success ◽  
Active Learning ◽  
Formative Assessments ◽  
Learning Approaches ◽  
Introductory Biology ◽  
Academic Impact ◽  
Discussion Section ◽  
Course Structure ◽  
Final Grade ◽  
Mathematics Majors

Integration of active-learning approaches into increased-structure postsecondary classrooms significantly improves student academic outcomes. We describe here two parallel sections of Introductory Biology that shared learning objectives and content but varied in course structure. The large-enrollment traditional course consisted of four 50-minute lectures coupled with minimal active-learning techniques, while an increased-structure intervention course integrated multiple active-learning approaches, had limited enrollment, and comprised three 50-minute lectures combined with a fourth peer-led team-learning discussion section. Additionally, the intervention course employed weekly review quizzes and multiple in-class formative assessments. The academic impact of these two course formats was evaluated by use of common exam questions, final grade, and student retention. We showed that academic achievement and retention of participants enrolled in the intervention course was significantly improved when compared with the traditional section. Further, we explored whether promoting in-class student–student/student–instructor interactions and peer-led discussion sections fostered a greater sense of belonging. At the end of the course, participants in the intervention course reported greater perceptions of classroom belonging. Therefore, this study begins to characterize the importance of combining pedagogical methods that promote both academic success and belonging to effectively improve retention in science, technology, engineering, and mathematics majors.

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.

scholarly journals A Bridge to Active Learning: A Summer Bridge Program Helps Students Maximize Their Active-Learning Experiences and the Active-Learning Experiences of Others

2017 ◽  
Vol 16 (1) ◽  
pp. ar17 ◽  
Author(s):  
Katelyn M. Cooper ◽  
Michael Ashley ◽  
Sara E. Brownell
Keyword(s):  
Academic Success ◽  
Active Learning ◽  
Comparative Method ◽  
Learning Experiences ◽  
Summer Bridge Program ◽  
Introductory Biology ◽  
Summer Bridge ◽  
Bridge Programs ◽  
Bridge Program ◽  
Transition From High School

National calls to improve student academic success in college have sparked the development of bridge programs designed to help students transition from high school to college. We designed a 2-week Summer Bridge program that taught introductory biology content in an active-learning way. Through a set of exploratory interviews, we unexpectedly identified that Bridge students had developed sophisticated views of active learning, even though this was not an explicit goal of the program. We conducted an additional set of semistructured interviews that focused on active learning and compared the interviews of Bridge students with those from non-Bridge students who had been eligible for but did not participate in the program. We used the constant comparative method to identify themes from the interviews. We found that Bridge students perceived that, because they knew how to approach active learning and viewed it as important, they benefited more from active learning in introductory biology than non-Bridge students. Specifically, Bridge students seemed to be more aware of their own learning gains from participating in active learning. Compared with the majority of non-Bridge students, the majority of Bridge students described using a greater variety of strategies to maximize their experiences in active learning. Finally, in contrast to non-Bridge students, Bridge students indicated that they take an equitable approach to group work. These findings suggest that we may be able to prime students to maximize their own and other’s experiences in active learning.

scholarly journals Increased Course Structure Improves Performance in Introductory Biology

2011 ◽  
Vol 10 (2) ◽  
pp. 175-186 ◽  
Author(s):  
Scott Freeman ◽  
David Haak ◽  
Mary Pat Wenderoth
Keyword(s):  
Active Learning ◽  
Course Design ◽  
Learning Activities ◽  
Risk Assessments ◽  
Failure Rates ◽  
Exam Score ◽  
Introductory Biology ◽  
Course Structure ◽  
Introductory Biology Course ◽  
The Impact

We tested the hypothesis that highly structured course designs, which implement reading quizzes and/or extensive in-class active-learning activities and weekly practice exams, can lower failure rates in an introductory biology course for majors, compared with low-structure course designs that are based on lecturing and a few high-risk assessments. We controlled for 1) instructor effects by analyzing data from quarters when the same instructor taught the course, 2) exam equivalence with new assessments called the Weighted Bloom's Index and Predicted Exam Score, and 3) student equivalence using a regression-based Predicted Grade. We also tested the hypothesis that points from reading quizzes, clicker questions, and other “practice” assessments in highly structured courses inflate grades and confound comparisons with low-structure course designs. We found no evidence that points from active-learning exercises inflate grades or reduce the impact of exams on final grades. When we controlled for variation in student ability, failure rates were lower in a moderately structured course design and were dramatically lower in a highly structured course design. This result supports the hypothesis that active-learning exercises can make students more skilled learners and help bridge the gap between poorly prepared students and their better-prepared peers.

scholarly journals The implementation of active learning practices in a South African Physiology class: a follow-up study

2021 ◽  
Author(s):  
M. Faadiel Essop ◽  
Leandrie Beselaar
Keyword(s):  
Active Learning ◽  
South African ◽  
Group Work ◽  
Group Learning ◽  
Developed Countries ◽  
Formative Assessments ◽  
Collaborative Group ◽  
Learning Approaches ◽  
African Context

Although there is increased uptake of active learning approaches in especially developed countries, this is still lagging within the African context. The current study therefore focused on the implementation of group learning at Stellenbosch University, with several modifications versus our earlier, pilot study. Students freely formed small groups at the start of a five-week cardiovascular physiology lecture series and were apportioned three separate assignments to complete over this period. This included three in-class group learning sessions, while students also completed group work outside class times. The active learning element was embedded within a constructive alignment framework. Our data revealed that 75% of the students felt that the in-class sessions was a good use of their time and that they progressively improved their assignment scores, i.e. 67.5 ± 9.3%, 72.4 ± 9.8%, and 76.1 ± 9.5% for the first, second and final ones, respectively (p < 0.0001). Moreover, the average class score for their final test (68 ± 15.1%) was higher when compared to the average class score (57.5 ± 19.4%) calculated for the previous three years (p < 0.0001). This study revealed two major findings, i.e. a) students displayed a strong positive response regarding the adoption of in-class collaborative group work, and b) the introduction of such active learning elements correlated with improved student assignment and test scores. Based on these findings, we propose additional modifications (including a shift to more formative assessments) to ensure even greater success with the roll-out of such active learning elements within the African context.

scholarly journals Efficacy of a Meiosis Learning Module Developed for the Virtual Cell Animation Collection

2017 ◽  
Vol 16 (1) ◽  
pp. ar9 ◽  
Author(s):  
Eric E. Goff ◽  
Katie M. Reindl ◽  
Christina Johnson ◽  
Phillip McClean ◽  
Erika G. Offerdahl ◽  
...  
Keyword(s):  
Active Learning ◽  
Dynamic Environment ◽  
Biology Education ◽  
Introductory Biology ◽  
Traditional Lecture ◽  
Course Structure ◽  
Undergraduate Biology ◽  
Virtual Cell ◽  
Learning Module ◽  
Biology Courses

Recent reports calling for change in undergraduate biology education have resulted in the redesign of many introductory biology courses. Reports on one common change to course structure, the active-learning environment, have placed an emphasis on student preparation, noting that the positive outcomes of active learning in the classroom depend greatly on how well the student prepares before class. As a possible preparatory resource, we test the efficacy of a learning module developed for the Virtual Cell Animation Collection. This module presents the concepts of meiosis in an interactive, dynamic environment that has previously been shown to facilitate learning in introductory biology students. Participants (n = 534) were enrolled in an introductory biology course and were presented the concepts of meiosis in one of two treatments: the interactive-learning module or a traditional lecture session. Analysis of student achievement shows that students who viewed the learning module as their only means of conceptual presentation scored significantly higher (d = 0.40, p < 0.001) than students who only attended a traditional lecture on the topic. Our results show the animation-based learning module effectively conveyed meiosis conceptual understanding, which suggests that it may facilitate student learning outside the classroom. Moreover, these results have implications for instructors seeking to expand their arsenal of tools for “flipping” undergraduate biology courses.

Molecular Modeling as the Spark for Active Learning Approaches for Interdisciplinary Biology Teaching

2018 ◽  
Author(s):  
Antoine Taly ◽  
Francesco Nitti ◽  
Marc Baaden ◽  
samuela pasquali
Keyword(s):  
High School ◽  
High School Students ◽  
Molecular Modeling ◽  
Active Learning ◽  
Computer Science ◽  
Poster Presentation ◽  
Learning Approaches ◽  
School Students ◽  
The Subject ◽  
The Origin Of Life

<div>We present here an interdisciplinary workshop on the subject of biomolecules offered to undergraduate and high-school students with the aim of boosting their interest toward all areas of science contributing to the study of life. The workshop involves Mathematics, Physics, Chemistry, Computer Science and Biology. Based on our own areas of research, molecular modeling is chosen as central axis as it involves all disciplines. In order to provide a strong biological motivation for the study of the dynamics of biomolecules, the theme of the workshop is the origin of life. </div><div>All sessions are built around active pedagogies, including games, and a final poster presentation.</div>

scholarly journals Enhanced student perceptions of learning and performance using concept-point-recovery teaching sessions: a mixed-method approach

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Hyun Jin Cho ◽  
Michael R. Melloch ◽  
Chantal Levesque-Bristol
Keyword(s):  
Academic Success ◽  
Active Learning ◽  
Learning Environment ◽  
Learning Outcomes ◽  
Student Perceptions ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Academic Learning ◽  
Control Group ◽  
The Impact

Abstract Background Active learning pedagogy has recently received a great deal of attention, and many universities have attempted to create student-centered learning environments to improve students’ academic success. The purpose of this study is to explore the impact of concept-point-recovery (CPR) teaching sessions as an active learning strategy on students’ perceptions of the learning environment, motivation, and academic learning outcomes in an electrical engineering course. To investigate the effectiveness of CPR sessions, students’ perceptions of learning and their performance were compared to those of students in a control classroom. Finally, students’ written comments on the course and instructor were explored in further analysis. Results The quantitative findings revealed that there was a significant change in students’ perceptions of learning after the CPR teaching sessions, and there was an increase in students’ perceptions and learning outcomes compared with those of the control group. In addition, the qualitative findings from students’ written feedback demonstrated that students felt that the instructor cared about students’ learning and success and that they had a positive learning environment. Conclusions CPR teaching sessions can be an alternative model for instructors to connect with students and create supportive environments to help students achieve academic success, which in turn promotes the satisfaction of students’ basic psychological needs and self-determined motivation. Therefore, increasing students’ engagement in their learning processes and making connections with students through CPR teaching sessions can facilitate improvements in students’ motivation and academic success. How this new active learning technique can be applied to higher education is discussed.

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