Combining flipped-classroom and spaced-repetition learning in a master-level bioinformatics course

Area of Science:

• Bioinformatics Education
• Pedagogical Innovation

Background:

• Introductory bioinformatics courses present unique teaching challenges due to diverse student backgrounds (biology vs. computer science).
• Bridging the knowledge gap between biological and computational concepts is crucial for effective bioinformatics training.

Purpose of the Study:

• To evaluate the effectiveness of a flipped, spaced-repetition course model for introductory bioinformatics.
• To assess the impact of frequent examinations on student learning and engagement.

Main Methods:

• Implementation of a flipped classroom model with spaced repetition of topics across multiple days.
• Integration of frequent examinations to reinforce learning and structure laboratory practicals.
• Analysis of student grades, pass rates, satisfaction, and qualitative feedback over seven years.

Main Results:

• The pedagogical approach demonstrated consistent progress in student performance and satisfaction over a seven-year period.
• The flipped, spaced-repetition model proved adaptable to disruptions, including the COVID-19 pandemic and changes in teaching staff.
• Frequent examinations were found to be synergistic with the flipped classroom, promoting pre-class engagement.

Conclusions:

• A flipped, spaced-repetition course with frequent assessments is an effective strategy for teaching introductory bioinformatics.
• This pedagogical model offers flexibility and resilience in diverse educational settings.
• An open online version of the course is available to support broader access to bioinformatics education.