Using online lectures to make time for active learning. Genetics 2012 Sep;192(1):67-72; quiz 1Sl-3SL
Date
06/21/2012Pubmed ID
22714412Pubmed Central ID
PMC3430546DOI
10.1534/genetics.112.141754Scopus ID
2-s2.0-84866068257 (requires institutional sign-in at Scopus site) 54 CitationsAbstract
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 SAuthor
Amy Jeanette Prunuske PhD Professor in the Medical School Regional Campuses department at Medical College of WisconsinMESH terms used to index this publication - Major topics in bold
BiologyEducational Measurement
Humans
Internet
Online Systems
Problem-Based Learning
Students
Universities
