Using online lectures to make time for active learning.
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.
Department of Biomedical Sciences, University of Minnesota, Duluth, Minnesota 55812, USA. aprunusk@d.umn.edu
Amy J
AJ
Prunuske
Janet
J
Batzli
Evelyn
E
Howell
Sarah
S
Miller
D001695:Biology / Q000193:education*; D004521:Educational Measurement; D006801:Humans; D020407:Internet / Q000706:statistics & numerical data*; D009862:Online Systems / Q000706:statistics & numerical data; D018794:Problem-Based Learning / Q000379:methods*; D013334:Students / Q000523:psychology; D014495:Universities / Q000706:statistics & numerical data