scholarly journals A mobile technology‐based cooperative learning platform for undergraduate biology courses in common college classrooms

2021 ◽  
Author(s):  
Chun Zhou ◽  
Matthew Lewis
Keyword(s):  
Cooperative Learning ◽  
Mobile Technology ◽  
Undergraduate Biology ◽  
College Classrooms ◽  
Learning Platform ◽  
Biology Courses

scholarly journals Connecting Activity Implementation Characteristics to Student Buy-In Toward and Utilization of Formative Assessments Within Undergraduate Biology Courses

2021 ◽  
Author(s):  
Kathleen R. Brazeal ◽  
Tanya L. Brown ◽  
Brian A. Couch
Keyword(s):  
Student Engagement ◽  
Student Perceptions ◽  
Learning Preferences ◽  
Formative Assessments ◽  
Student Experiences ◽  
Future Research ◽  
Structured Interviews ◽  
Undergraduate Biology ◽  
Biology Courses ◽  
The Impact

AbstractWhile formative assessments (FAs) can facilitate learning within undergraduate STEM courses, their impact likely depends on many factors, including how instructors implement them, whether students buy-in to them, and how students utilize them. FAs have many different implementation characteristics, including what kinds of questions are asked, whether questions are asked before or after covering the material in class, how feedback is provided, how students are graded, and other logistical considerations. We conducted 38 semi-structured interviews with students from eight undergraduate biology courses to explore how various implementation characteristics of in-class and out-of-class FAs can influence student perceptions and behaviors. We also interviewed course instructors to provide context for understanding student experiences. Using thematic analysis, we outlined various FA implementation characteristics, characterized the range of FA utilization behaviors reported by students, and identified emergent themes regarding the impact of certain implementation characteristics on student buy-in and utilization. Furthermore, we found that implementation characteristics have combined effects on student engagement and that students will tolerate a degree of “acceptable discomfort” with implementation features that contradict their learning preferences. These results can aid instructor reflection and guide future research on the complex connections between activity implementation and student engagement within STEM disciplines.

Pattern of Interaction in Online Cooperative Learning: An Analysis of Communication Perspective

2015 ◽  
Vol 74 (1) ◽  
Author(s):  
Ahmad Muhaimin Mohamad ◽  
Farahwahida Mohd. Yusof ◽  
Baharuddin Aris
Keyword(s):  
Cooperative Learning ◽  
Communication Skills ◽  
Structural Design ◽  
Communication Skill ◽  
Web Applications ◽  
Generic Skills ◽  
Learning Platform ◽  
Data Collection Instrument ◽  
Quasi Experimental

Communication is one of the generic skills needed by students in preparation for the career path. Cooperative learning supported by web applications has been identified as a strategy that can help students to improve their communication skills. The aim of this study is to identify pattern of interaction in an online cooperative learning (OCoL) that helps the communication skill aspect among students. A Learning Management System which is modified based on the principles of cooperative learning with the learning structure in accordance to the method of investigation group has been developed as a learning platform. It also serves as a data collection instrument. A group of 15 students were randomly selected to carry out six OCoL sessions which implemented using counterbalanced group quasi-experimental design. The results of quantitative and qualitative analysis of the log data showed two patterns of students interaction i.e. structured and unstructured pattern. The differences in pattern of interaction also influence students’ focus on using interaction tools and the quality of discussion produced. The results of this study have implications for the structural design of OCoL that can assist students in  communication aspect.

A writing-intensive course improves biology undergraduates' perception and confidence of their abilities to read scientific literature and communicate science

2013 ◽  
Vol 37 (1) ◽  
pp. 70-79 ◽  
Author(s):  
Sara E. Brownell ◽  
Jordan V. Price ◽  
Lawrence Steinman
Keyword(s):  
Scientific Literature ◽  
Student Perception ◽  
Writing Assignments ◽  
Undergraduate Biology ◽  
Biology Students ◽  
Primary Literature ◽  
Scientific Papers ◽  
Biology Courses ◽  
Intensive Course ◽  
The Impact

Most scientists agree that comprehension of primary scientific papers and communication of scientific concepts are two of the most important skills that we can teach, but few undergraduate biology courses make these explicit course goals. We designed an undergraduate neuroimmunology course that uses a writing-intensive format. Using a mixture of primary literature, writing assignments directed toward a layperson and scientist audience, and in-class discussions, we aimed to improve the ability of students to 1) comprehend primary scientific papers, 2) communicate science to a scientific audience, and 3) communicate science to a layperson audience. We offered the course for three consecutive years and evaluated its impact on student perception and confidence using a combination of pre- and postcourse survey questions and coded open-ended responses. Students showed gains in both the perception of their understanding of primary scientific papers and of their abilities to communicate science to scientific and layperson audiences. These results indicate that this unique format can teach both communication skills and basic science to undergraduate biology students. We urge others to adopt a similar format for undergraduate biology courses to teach process skills in addition to content, thus broadening and strengthening the impact of undergraduate courses.

scholarly journals Six Classroom Exercises to Teach Natural Selection to Undergraduate Biology Students

2013 ◽  
Vol 12 (3) ◽  
pp. 483-493 ◽  
Author(s):  
Steven T. Kalinowski ◽  
Mary J. Leonard ◽  
Tessa M. Andrews ◽  
Andrea R. Litt
Keyword(s):  
Sexual Selection ◽  
Natural Selection ◽  
Undergraduate Students ◽  
Complex Traits ◽  
Student Understanding ◽  
Learning Activities ◽  
Introductory Biology ◽  
Undergraduate Biology ◽  
Biology Students ◽  
Biology Courses

Students in introductory biology courses frequently have misconceptions regarding natural selection. In this paper, we describe six activities that biology instructors can use to teach undergraduate students in introductory biology courses how natural selection causes evolution. These activities begin with a lesson introducing students to natural selection and also include discussions on sexual selection, molecular evolution, evolution of complex traits, and the evolution of behavior. The set of six topics gives students the opportunity to see how natural selection operates in a variety of contexts. Pre- and postinstruction testing showed students’ understanding of natural selection increased substantially after completing this series of learning activities. Testing throughout this unit showed steadily increasing student understanding, and surveys indicated students enjoyed the activities.

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