Active Learning <i>Not</i> Associated with Student Learning in a Random Sample of College Biology Courses

Andrews, Tessa M.; Leonard, Mary J.; Colgrove, C. A.; Kalinowski, Steven T.

doi:10.1187/cbe.11-07-0061

Cited by 316 publications

(280 citation statements)

References 49 publications

(87 reference statements)

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“…The success of active learning is associated with effective pedagogical approaches to curricular design (Andrews et al 2011). We took a constructivist approach to active learning, accepting that students must integrate new information with their existing knowledge frameworks (Chi 2009).…”

Section: Discussionmentioning

confidence: 99%

Using Online Lectures to Make Time for Active Learning

et al. 2012

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To make time in class for group activities devoted to critical thinking, we integrated a series of short online lectures into the homework assignments of a large, introductory biology course at a research university. The majority of students viewed the online lectures before coming to class and reported that the online lectures helped them to complete the in-class activity and did not increase the amount of time they devoted to the course. In addition, students who viewed the online lecture performed better on clicker questions designed to test lower-order cognitive skills. The in-class activities then gave the students practice analyzing the information in groups and provided the instructor with feedback about the students' understanding of the material. On the basis of the results of this study, we support creating hybrid course models that allow students to learn the fundamental information outside of class time, thereby creating time during the class period to be dedicated toward the conceptual understanding of the material.T HE lecture hall is no longer the primary portal for the dissemination of information. Instead, the college classroom must embrace a new role as a place where students can work with instructors and peers to apply and evaluate the wealth of information that is available (Handelsman et al. 2004(Handelsman et al. , 2007Ebert-May and Hodder 2008). Students actively engaged in constructing their own learning demonstrate increased learning gains and enhanced retention of course material when compared to students who listen to traditional lectures (Udovic et al. 2002;Knight and Wood 2005;Deslauriers et al. 2011). Engagement in active-learning exercises like small group learning requires students to communicate their thought processes. Instructors can then gauge whether the course learning objectives are being achieved and can identify and address student misconceptions (Klymkowsky et al. 2003;Allen and Tanner 2005;Phillips et al. 2008). Implementation of active learning in the science classroom recognizes the value of diversity and increases student retention (Felder 1993;Buncick et al. 2001). Given these benefits, national agencies have promoted the inclusion of active learning in undergraduate science education (National Research Council 2000 Aaas 2011), which raises questions about how to implement active learning while maintaining sufficient coverage of the fundamental information.Instructors have been experimenting with new delivery methods, moving away from the traditional in-class lecture and out-of-class problem set model. For example, many instructors are now incorporating online learning components, which have been shown to improve both student attitudes and academic performance (Grabe and Christopherson 2008;McFarlin 2008;Vatovec and Balser 2009). Other models, like team-based learning, flip the standard paradigm and instead require students to read information outside of class to prepare for in-class activities (Foertsch et al. 2002). On the basis of these ideas in an atte...

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Section: Discussionmentioning

confidence: 99%

Using Online Lectures to Make Time for Active Learning

et al. 2012

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“…They have also reported 53% of students felt the course is more appealing when they heard about flipping approach. These disappointing results could be attributed to the breadth of the student population or the instructors' inexperience (Andrews, Leonard, Colagrove, & Kalinowski, 2011).…”

Section: Introductionmentioning

confidence: 93%

Active Learning and Flipped Classroom, Hand in Hand Approach to Improve Students Learning in Human Anatomy and Physiology

Entezari

Javdan

2016

IJHE

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Because Human Anatomy and Physiology (A&P), a gateway course for allied health majors, has high dropout rates nationally, it is challenging to find a successful pedagogical intervention. Reports on the effect of integration of flipped classrooms and whether it improves learning are contradictory for different disciplines. Thus many educators are reluctant to explore the value of flipped classrooms. Therefore, in the present study we compare incorporating flipped classroom and minimal class discussion (control group) with flipped classroom and active learning activities (experimental group) in A&P and their impacts on both students' exam performance and their satisfaction with the course. Assessments consisted of a survey of students' attitudes and a comparison of exam performance in experimental and control groups. Exam performance among the students in flipped-classroom and active learning activities improved significantly relative to the control group [Mean ± SD: (76.93±18.33 vs 67.8±18.81), p<0.001. Student attitude, in which students rated the efficiency of pedagogical learning on a five-point Likert scale, was positive: the majority of students strongly preferred active-learning activities that were incorporated in the flipped-classroom. Students indicated that these activities helped them learn better and to connect the materials to the goals of their future careers (73.88% and 79.77% respectively). Therefore, we conclude that flipped classroom coupled with active learning strategies can improve students' performance and attitude in the introductory A&P course.

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“…"Active learning done badly is worse than a good lecture," says Leips. A 2011 survey of biology teachers at 77 US universities found that, even though most of them claimed to be using at least some active-learning methods, few of them were doing it properly 6 .…”

Section: Culture Shockmentioning

confidence: 99%

Why we are teaching science wrong, and how to make it right

Waldrop

2015

Nature

145

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utbreak alert: six students at the Chicago State Polytechnic University in Illinois have been hospitalized with severe vomiting, diarrhoea and stomach pain, as well as wheezing and difficulty in breathing. Some are in a critical condition. And the university's health centre is fielding dozens of calls from students with similar symptoms.This was the scenario that 17 third-and fourth-year undergraduates dealt with as part of an innovative virology course led by biologist Tammy Tobin at Susquehanna University in Selinsgrove, Pennsylvania. The students took on the role of federal public-health officials, and were tasked with identifying the pathogen, tracking how it spreads and figuring out how to contain and treat it -all by the end of the semester.Although the Chicago school and the cases were fictitious, says Tobin, "we tried to make it as real as possible". If students decided to run a blood test or genetic assay, Tobin would give them results consistent with enterovirus D68, a real respiratory virus. (To keep the students from just getting the answer from the Internet, she portrayed the virus as an emergent strain with previously unreported symptoms.) If they decided to send a team to Chicago, Tobin would make them look at real flight schedules and confirm that there were enough seats.Active problem-solving confers a deeper understanding of science than does a standard lecture. But some university lecturers are reluctant to change tack.

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Active Learning Not Associated with Student Learning in a Random Sample of College Biology Courses

Cited by 316 publications

References 49 publications

Using Online Lectures to Make Time for Active Learning

Using Online Lectures to Make Time for Active Learning

Active Learning and Flipped Classroom, Hand in Hand Approach to Improve Students Learning in Human Anatomy and Physiology

Why we are teaching science wrong, and how to make it right

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