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Learn before Lecture: A Strategy That Improves Learning Outcomes in a Large Introductory Biology Class
Actively engaging students in lecture has been shown to increase learning gains. To create time for active learning without displacing content we used two strategies for introducing material before class in a large introductory biology course. Four to five slides from 2007/8 were removed from each o...
Autores principales: | , , , |
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Formato: | Texto |
Lenguaje: | English |
Publicado: |
American Society for Cell Biology
2010
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2995765/ https://www.ncbi.nlm.nih.gov/pubmed/21123694 http://dx.doi.org/10.1187/cbe.10-04-0063 |
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author | Moravec, Marin Williams, Adrienne Aguilar-Roca, Nancy O'Dowd, Diane K. |
author_facet | Moravec, Marin Williams, Adrienne Aguilar-Roca, Nancy O'Dowd, Diane K. |
author_sort | Moravec, Marin |
collection | PubMed |
description | Actively engaging students in lecture has been shown to increase learning gains. To create time for active learning without displacing content we used two strategies for introducing material before class in a large introductory biology course. Four to five slides from 2007/8 were removed from each of three lectures in 2009 and the information introduced in preclass worksheets or narrated PowerPoint videos. In class, time created by shifting lecture material to learn before lecture (LBL) assignments was used to engage students in application of their new knowledge. Learning was evaluated by comparing student performance in 2009 versus 2007/8 on LBL-related question pairs, matched by level and format. The percentage of students who correctly answered five of six LBL-related exam questions was significantly higher (p < 0.001) in 2009 versus 2007/8. The mean increase in performance was 21% across the six LBL-related questions compared with <3% on all non-LBL exam questions. The worksheet and video LBL formats were equally effective based on a cross-over experimental design. These results demonstrate that LBLs combined with interactive exercises can be implemented incrementally and result in significant increases in learning gains in large introductory biology classes. |
format | Text |
id | pubmed-2995765 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2010 |
publisher | American Society for Cell Biology |
record_format | MEDLINE/PubMed |
spelling | pubmed-29957652010-12-02 Learn before Lecture: A Strategy That Improves Learning Outcomes in a Large Introductory Biology Class Moravec, Marin Williams, Adrienne Aguilar-Roca, Nancy O'Dowd, Diane K. CBE Life Sci Educ Articles Actively engaging students in lecture has been shown to increase learning gains. To create time for active learning without displacing content we used two strategies for introducing material before class in a large introductory biology course. Four to five slides from 2007/8 were removed from each of three lectures in 2009 and the information introduced in preclass worksheets or narrated PowerPoint videos. In class, time created by shifting lecture material to learn before lecture (LBL) assignments was used to engage students in application of their new knowledge. Learning was evaluated by comparing student performance in 2009 versus 2007/8 on LBL-related question pairs, matched by level and format. The percentage of students who correctly answered five of six LBL-related exam questions was significantly higher (p < 0.001) in 2009 versus 2007/8. The mean increase in performance was 21% across the six LBL-related questions compared with <3% on all non-LBL exam questions. The worksheet and video LBL formats were equally effective based on a cross-over experimental design. These results demonstrate that LBLs combined with interactive exercises can be implemented incrementally and result in significant increases in learning gains in large introductory biology classes. American Society for Cell Biology 2010 /pmc/articles/PMC2995765/ /pubmed/21123694 http://dx.doi.org/10.1187/cbe.10-04-0063 Text en © 2010 The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0). |
spellingShingle | Articles Moravec, Marin Williams, Adrienne Aguilar-Roca, Nancy O'Dowd, Diane K. Learn before Lecture: A Strategy That Improves Learning Outcomes in a Large Introductory Biology Class |
title | Learn before Lecture: A Strategy That Improves Learning Outcomes in a Large Introductory Biology Class |
title_full | Learn before Lecture: A Strategy That Improves Learning Outcomes in a Large Introductory Biology Class |
title_fullStr | Learn before Lecture: A Strategy That Improves Learning Outcomes in a Large Introductory Biology Class |
title_full_unstemmed | Learn before Lecture: A Strategy That Improves Learning Outcomes in a Large Introductory Biology Class |
title_short | Learn before Lecture: A Strategy That Improves Learning Outcomes in a Large Introductory Biology Class |
title_sort | learn before lecture: a strategy that improves learning outcomes in a large introductory biology class |
topic | Articles |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2995765/ https://www.ncbi.nlm.nih.gov/pubmed/21123694 http://dx.doi.org/10.1187/cbe.10-04-0063 |
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