Peer Learning and Support of Technology in an Undergraduate Biology Course to Enhance Deep Learning

• Published in: CBE life sciences education Vol. 11; no. 4; pp. 402 - 412
• Main Authors: Tsaushu, Masha, Tal, Tali, Sagy, Ornit, Kali, Yael, Gepstein, Shimon, Zilberstein, Dan
• Format: Journal Article
• Language: English
• Published: United States American Society for Cell Biology 2012
• Subjects: Achievement; Achievement Gains; Achievement Tests; Active Learning; Biology; Biology - education; Biology - standards; Classroom Observation Techniques; Cognition; Constructivism (Learning); Humans; Instructional Effectiveness; Instructional Innovation; Intervention; Introductory Courses; Lecture Method; Multiple Choice Tests; Peer Group; Peer Groups; Problem-Based Learning; Protocol Analysis; Research Universities; Students; Teaching Methods; Teaching Models; Technology - education; Technology Uses in Education; Thinking Skills; Undergraduate Students
• ISSN: 1931-7913; 1931-7913
• DOI: 10.1187/cbe.12-04-0042

This study offers an innovative and sustainable instructional model for an introductory undergraduate course. The model was gradually implemented during 3 yr in a research university in a large-lecture biology course that enrolled biology majors and nonmajors. It gives priority to sources not used enough to enhance active learning in higher education: technology and the students themselves. Most of the lectures were replaced with continuous individual learning and 1-mo group learning of one topic, both supported by an interactive online tutorial. Assessment included open-ended complex questions requiring higher-order thinking skills that were added to the traditional multiple-choice (MC) exam. Analysis of students' outcomes indicates no significant difference among the three intervention versions in the MC questions of the exam, while students who took part in active-learning groups at the advanced version of the model had significantly higher scores in the more demanding open-ended questions compared with their counterparts. We believe that social-constructivist learning of one topic during 1 mo has significantly contributed to student deep learning across topics. It developed a biological discourse, which is more typical to advanced stages of learning biology, and changed the image of instructors from "knowledge transmitters" to "role model scientists." (Contains 4 figures and 6 tables.)