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Increased learning observed in redesigned introductory biology course that employed web-enhanced, interactive
Carl N McDaniel1, Bradford C Lister, Michael H Hanna
1Department of Biology, Rensselaer Polytechnic Institute, Troy, NY 12180, USA. mcdanc@rpi.edu
CBE Life Sciences Education
|September 6, 2007
Summary
Web-enhanced, interactive teaching significantly improved student learning gains in biology, particularly in evolution and ecology. This student-centered approach outperformed traditional lecture formats in conceptual understanding.
Area of Science:
- Biology Education
- Pedagogical Innovation
Background:
- The Introduction to Biology course (BIOL 1010) transitioned from a traditional instructor-centered format to a student-centered, Web-enhanced, interactive pedagogy in 2004.
- This shift aimed to improve conceptual learning compared to the previous lecture-homework-exam structure.
Purpose of the Study:
- To measure and compare conceptual learning gains in evolution and ecology between a traditional course section (Fall 2003) and an interactive section (Fall 2004).
- To evaluate the impact of different assessment timings and conditions (unannounced, no credit vs. final exam, for credit) on learning gains.
Main Methods:
- Development of concept inventories for evolution and ecology.
- Comparison of learning gains between traditional and interactive BIOL 1010 sections taught by the same instructor with similar student demographics and prior biological knowledge.
- Assessment of learning gains under two conditions: unannounced, no-credit in the last week of class, and via the final exam (for credit, after study).
Main Results:
- Web-enhanced, interactive pedagogy showed significantly higher learning gains in evolution (0.19 vs. 0.10) and ecology (0.14 vs. -0.05) when assessed unannounced and for no credit (p < 0.05).
- When assessed on the final exam after studying, the interactive course demonstrated substantially greater learning gains: 95% in evolution and 143% in ecology compared to the unannounced assessment.
- These gains were statistically significant (p < 0.0001 for evolution, p < 0.000003 for ecology).
Conclusions:
- Web-enhanced, interactive, student-centered teaching methods significantly enhance conceptual learning in biology compared to traditional instructor-centered approaches.
- The timing and nature of assessment (e.g., high-stakes final exam vs. low-stakes unannounced quiz) significantly influence the measured learning gains.
- Findings support the augmentation or replacement of traditional teaching methods with interactive, student-centered pedagogies for improved educational outcomes.
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