Infusing Active Learning into the Large-enrollment Biology Class: Seven Strategies, from the Simple to Complex

Allen, Deborah; Tanner, Kimberly D.

doi:10.1187/cbe.05-08-0113

Cited by 233 publications

(175 citation statements)

References 25 publications

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“…We estimate that up to 120 students could be managed by the technique described in this report. In classrooms with > 120 students, the process may break down because the time needed for group reports would create too much idle time for the majority of students [14]. Guiding questions are needed to ensure that students identify learning issues [15].…”

Section: 06mentioning

confidence: 99%

Improved performance of students instructed in a hybrid PBL format

Lian

2013

Biochem Molecular Bio Educ

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As a result of enrollment expansion, increasing numbers of students are entering into medical school in China. This combined with a shortage of teachers, means that the learning environment typically consists of a large classroom setting with traditional lecture-based learning (LBL) as the major mode to teaching and learning. In this article, we investigate the preferences for hybrid problem-based learning (hybrid-PBL) or LBL in a large classroom setting. Two hundred five second-year undergraduate students in Third Military Medical University were randomly divided to two groups. The hybrid-PBL group contained 101 students and was taught by hybrid LBL (60%) and tutor-less PBL(40%) in a large classroom. The LBL group consisted of 104 students and was taught by LBL in a large classroom too. Postteaching performance was assessed by multiple choice questions, short-essay questions, and case-analysis questions, while the students' teaching preferences and satisfaction were assessed by questionnaires. Analysis of the results of both groups in the examination of biochemistry revealed significantly higher scores on short-essay questions and case-analysis questions in the hybrid-PBL group. Students considered hybrid-PBL to be an effective learning method and favored it over the lecture format. Furthermore, students reported positive effects of hybrid-PBL in terms of additional learning resources, critical thinking, and fun learning experiences. These results suggest that hybrid-PBL is better than the traditional LBL method at improving students' basic knowledge and problemsolving skills. Students preferred hybrid-PBL and were satisfied with it. The tutor-less PBL pattern in a large classroom setting may be feasible in Chinese medical schools. China like many other countries has a shortage of doctors, as a result there has been a significant increase in the number of students entering medical school. At the same time there has been little increase in the amount of teachers. Together these factors result in traditional lecture-based learning (LBL) in a large classroom (over 100 students) as the major mode of teaching and learning in Chinese medical school [1]. Although there are ways to liven up LBL and strategies to make it more effective, it is mostly passive learning [2]. Lectures usually do not stimulate learners to construct explanatory models and to elaborate when acquiring new information, whereas modern theories of the learning and cognition emphasize the importance of active learning.Over the past two decades, there has been a steady increase in the number of medical colleges with a problembased learning (PBL) curriculum [3]. The educational value and impact of using small group learning, a student-centered approach, and PBL have all been supported by both practice and research [4][5][6]. Today, experts in medical education largely agree that there are differences in the effects of PBL as compared with LBL. PBL is often favored over conventional education by both students and teachers. There is evidence whi...

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Section: 06mentioning

confidence: 99%

Improved performance of students instructed in a hybrid PBL format

Lian

2013

Biochem Molecular Bio Educ

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“…The sessions using the SIDRA anonymous mode were designed according to recommendations for using ARS [31]. Preparing the MCQs was an extremely time consuming task [32], since we attempted to ensure that each question had an explicit pedagogical purpose [33]. The primary objective of the first part was to measure the increase/decrease in the participants' knowledge when using neural network-based audience response technology.…”

Section: Methodsmentioning

confidence: 99%

“…Preparing the MCQs and appropriate feedback text for each of the group of students' possible responses was an extremely time consuming task [32], since we attempted to ensure that each question had an explicit pedagogical purpose [33]. When writing feedback, academics confront a difficult task since the feedback should not be over-detailed so as to avoid confusing the students and to ensure that they can easily interpret it and get the point [61].…”

Section: Limitationsmentioning

confidence: 99%

An Empirical Study of Neural Network-Based Audience Response Technology in a Human Anatomy Course for Pharmacy Students

et al. 2016

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Objective: This paper presents an empirical study of a formative neural network-based assessment approach by using mobile technology to provide pharmacy students with intelligent diagnostic feedback.Method: An unsupervised learning algorithm was integrated with an audience response system called SIDRA in order to generate states that collect some commonality in responses to questions and add diagnostic feedback for guided learning. A total of 89 pharmacy students enrolled on a Human Anatomy course were taught using two different teaching methods. Forty-four students employed intelligent SIDRA (i-SIDRA), whereas 45 students received the same training but without using i-SIDRA.Results: A statistically significant difference was found between the experimental group (i-SIDRA) and the control group (traditional learning methodology), with T (87) = 6.598, p < 0.001. In four MCQs tests, the difference between the number of correct answers in the first attempt and in the last attempt was also studied. A global effect size of 0.644 was achieved in the meta-analysis carried out. The students expressed satisfaction with the content provided by i-SIDRA and the methodology used during the process of learning anatomy (M=4.59).

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“…15,54 It is the construction of applicable and effective questions that can be time consuming and often challenging. 9,55 It has been suggested that some of the most effective questions allow recently acquired knowledge to be used, focus on reasoning and aim to identify any student misconceptions. 9,56 As aforementioned, a benefit of LAP is that it allows the lecturer to adjust his or her teaching session based on learning needs identified by the students' responses.…”

Section: Negatives Of Lap For the Lecturermentioning

confidence: 99%

The Impact of Live Audience Participation Teaching on Medical Education at The Surgical Scousers, an Undergraduate Surgical Society

Nevins¹,

Moori²,

Richards³

et al. 2017

MedEdPublish

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Infusing Active Learning into the Large-enrollment Biology Class: Seven Strategies, from the Simple to Complex

Abstract: The greatest single challenge to SMET pedagogical reform remains the problem of whether and how large classes can be infused with more active and interactive learning methods.

Cited by 233 publications

References 25 publications

Improved performance of students instructed in a hybrid PBL format

Improved performance of students instructed in a hybrid PBL format

An Empirical Study of Neural Network-Based Audience Response Technology in a Human Anatomy Course for Pharmacy Students

The Impact of Live Audience Participation Teaching on Medical Education at The Surgical Scousers, an Undergraduate Surgical Society

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