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Autor/inn/en | Riedl, Ann; Yeung, Fan; Burke, Tina |
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Titel | Implementation of a Flipped Active-Learning Approach in a Community College General Biology Course Improves Student Performance in Subsequent Biology Courses and Increases Graduation Rate |
Quelle | In: CBE - Life Sciences Education, 20 (2021) 2, Artikel 30 (9 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1931-7913 |
DOI | 10.1187/cbe.20-07-0156 |
Schlagwörter | Flipped Classroom; Teaching Methods; Active Learning; Biology; Science Instruction; Majors (Students); Community Colleges; Introductory Courses; College Faculty; Two Year College Students; Science Tests; Comparative Analysis; Instructional Effectiveness; Grades (Scholastic); Learning Processes; Graduation Rate; Factor Analysis; Student Characteristics; Colorado Flipped classrooms; Flip teaching; Inverted teaching; Teaching method; Lehrmethode; Unterrichtsmethode; Aktives Lernen; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Community college; Community College; Einführungskurs; Fakultät; Unterrichtserfolg; Notenspiegel; Learning process; Lernprozess; Faktorenanalyse |
Abstract | Active learning has been shown to improve student learning and engagement in many 4-year institutions; however, large-scale studies on the efficacy of active learning in community colleges are lacking. In this study, we investigate the effects of active learning in a first semester majors' general biology course at a large, suburban community college by designing and implementing a flipped active-learning model in the course. Our study included 33 sections of general biology class, 16 instructors, and ~800 students. Students in active-learning sections performed significantly higher on common exam questions than their peers in traditional sections with primarily didactic pedagogy. Although students from the active-learning sections had similar pass rates and grade distributions, they passed subsequent biology courses with significantly higher grades. The 3-year graduation rate for students from active-learning sections was also significantly higher. These findings suggest that a flipped active-learning pedagogy is more effective than traditional didactic methods for teaching general biology concepts and that the improvement in student learning may lead to higher graduation rates. (As Provided). |
Anmerkungen | American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |