在分子生物学课程中科学素养和通信电子模块的有效性:定性和定量分析
Meghan Kates1, Alexa Fitzpatrick2, Yupeng Zhang3
1Department of Immunology, Temerty Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada.
概括
交互式电子学习模块和作业改善了本科分子生物学学生的科学素养,批判性思维和沟通技巧. 更高的参与度与更好的学业成绩相关,证明了在线工具的实用性.
科学领域:
- 分子生物学教育分子生物学教育
- 本科科学教学学术的教育学.
背景情况:
- 在线本科课程在学生参与和支持方面面临挑战.
- 发展科学素养,批判性思维和沟通技巧至关重要.
研究的目的:
- 评估互动式电子学习模块和作业对学生学习成果的影响.
- 在分子生物学课程中评估学生参与度和学业表现之间的关系.
主要方法:
- 开发了四个作业 (期刊文章,TED式演讲,反思,概念图) 和交互式电子学习模块.
- 收集学生对模块有效性的反,并分析学习成果和学术表现.
- 利用学习分析来将参与与绩效指标相关联.
主要成果:
- 大多数学生发现电子模块对学习科学素养技能有好处.
- 学生对电子模块的参与显示出积极的趋势,任务得分和最终成绩更高.
- 与其他模块相比,期刊文章的分配获得了略低的协议.
结论:
- 交互式电子学习模块和相关作业有效地提高了本科分子生物学的目标技能.
- 在线教学策略可以促进积极的学习环境,提高学生的成绩.
- 学习分析为在线学习环境中的学生体验提供了宝贵的见解.
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