Using an Innovative Intervention to Promote Active Learning in an Introductory Microbiology Course

Autor/inn/en	Bull, Harold; Premkumar, Kalyani; Acharibasam, Jeremiah Wezenamo
Titel	Using an Innovative Intervention to Promote Active Learning in an Introductory Microbiology Course
Quelle	In: Canadian Journal for the Scholarship of Teaching and Learning, 11 (2020) 2, Artikel 10 (33 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1918-2902
Schlagwörter	Intervention; Active Learning; Introductory Courses; Class Size; Microbiology; Undergraduate Students; Instructional Effectiveness; Visual Aids; Goal Orientation; Test Anxiety; Learner Engagement; Self Efficacy; Time Management; Teamwork; Retention (Psychology); Foreign Countries; Learning Strategies; Questionnaires; Canada (Saskatoon); Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Aktives Lernen; Einführungskurs; Klassengröße; Mikrobiologie; Unterrichtserfolg; Anschauungsmaterial; Zielorientierung; Zielvorstellung; Examination phobia; Testangst; Prüfungsangst; Self-efficacy; Selbstwirksamkeit; Zeitmanagement; Merkfähigkeit; Ausland; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fragebogen
Abstract	We found that actively engaging students in our introductory microbiology course was a challenge given our large class sizes and many non-majors taking the course as a program requirement. Therefore, we introduced a novel active learning strategy to our course. Students grouped into teams of three had to create PowerPoint virtual posters on one of three themes: (a) a report on a microbe or immunology story in the news, (b) interview a research scientist, or (c) research a microbiological topic of their choice. To assess the intervention's effectiveness, a pre- and post-course assessment was done. Pre-posttest analysis revealed a significant drop in surface learning and rise in deep learning. Also, there was a drop in the extrinsic (grade-dependent) goal orientation and affective (test anxiety) components. We found a decline in task value, self-efficacy for learning and performance, organization, critical thinking, time and study environment, and help seeking in students' post-test scores. Qualitative findings also indicated the importance of group activity, gaining extra knowledge outside the curriculum, and long-term course content retention. In conclusion, we propose that the creation of digital posters in teams is an effective strategy to increase student engagement in large classes. (As Provided).
Anmerkungen	University of Western Ontario and Society for Teaching and Learning in Higher Education. Mills Memorial Library Room 504, McMaster University, 1280 Main Street West, Hamilton, ON L8S 4L6, Canada. Tel: 905-525-9140; e-mail: info@cjsotl-rcacea.ca; Web site: http://www.cjsotl-rcacea.ca/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01