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Using online lectures to make time for active learning. Genetics 2012 Sep;192(1):67-72; quiz 1Sl-3SL

Date

06/21/2012

Pubmed ID

22714412

Pubmed Central ID

PMC3430546

DOI

10.1534/genetics.112.141754

Abstract

To make time in class for group activities devoted to critical thinking, we integrated a series of short online lectures into the homework assignments of a large, introductory biology course at a research university. The majority of students viewed the online lectures before coming to class and reported that the online lectures helped them to complete the in-class activity and did not increase the amount of time they devoted to the course. In addition, students who viewed the online lecture performed better on clicker questions designed to test lower-order cognitive skills. The in-class activities then gave the students practice analyzing the information in groups and provided the instructor with feedback about the students' understanding of the material. On the basis of the results of this study, we support creating hybrid course models that allow students to learn the fundamental information outside of class time, thereby creating time during the class period to be dedicated toward the conceptual understanding of the material.

Author List

Prunuske AJ, Batzli J, Howell E, Miller S

Author

Amy Jeanette Prunuske PhD Associate Professor in the Medical School Regional Campuses department at Medical College of Wisconsin




MESH terms used to index this publication - Major topics in bold

Biology
Educational Measurement
Humans
Internet
Online Systems
Problem-Based Learning
Students
Universities
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