To test the hypothesis that adding course structure may encourage self-regulated learning skills resulting in an increase in student exam performance in the community college setting, we added daily preclass online, open-book reading quizzes to an introductory biology course. We compared three control terms without reading quizzes and three experimental terms with online, open-book reading quizzes; the instructor of record, class size, and instructional time did not vary. Analyzing the Bloom's taxonomy level of a random sample of exam questions indicated a similar cognitive level of high-stakes assessments across all six terms in the study. To control for possible changes in student preparation or ability over time, we calculated each student's grade point average in courses other than biology during the term under study and included it as a predictor variable in our regression models. Our final model showed that students in the experimental terms had significantly higher exam scores than students in the control terms. This result shows that online reading quizzes can boost achievement in community college students. We also comment on the importance of discipline-based education research in community college settings and the structure of our community college/4-year institution collaboration.
Download full-text PDF |
Source |
|---|---|
| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5998316 | PMC |
| http://dx.doi.org/10.1187/cbe.17-08-0160 | DOI Listing |
Publication Analysis
Top Keywords
Similar Publications
Survey on forensic DNA biology training in forensic science service laboratories in the United States.
J Forensic Sci
January 2025
Chemistry Department, Forensic Science Program, Towson University, Towson, Maryland, USA.
Training is an essential component of onboarding new hires in forensic science service provider (FSSP) laboratories. There are several DNA training standards published by the American Academy of Forensic Sciences (AAFS) Academy Standards Board (ASB) American National Standards Institute (ANSI) accredited framework. In this study, we conducted a survey of forensic DNA laboratory training programs to better understand training activities and materials.
View Article and Find Full Text PDFMetacognition About Collaborative Learning: Students' Beliefs Are Inconsistent with Their Learning Preferences.
Behav Sci (Basel)
November 2024
Department of Psychology, Montana State University, P.O. Box 173440, Bozeman, MT 59717-3440, USA.
Collaboration plays an important role in educational contexts. However, little is known about students' metacognitive beliefs about collaboration. The present study used an online survey to investigate students' beliefs toward group study/recall, their studying preferences, strategies they use when studying individually and in groups, and important characteristics of their group members.
View Article and Find Full Text PDFEncourage self-learning and collaborative learning through gamification during COVID-19 pandemic: A case study for teaching biochemistry.
Biochem Mol Biol Educ
November 2024
Faculty of Education, The University of Hong Kong, Hong Kong.
During COVID-19 pandemic, there was a change in the teaching mode from face-to-face to online teaching. It was especially challenging for teachers to motivate students to learn through distance learning. This shift in teaching mode also lowered student-student and student-teacher interactions.
View Article and Find Full Text PDFOptimizing e-Learning in CPD: Preferences and Perceptions of Health Professionals.
J Contin Educ Health Prof
September 2024
Center for Health Professions Education, Uniformed Services University, Bethesda, MD.
Introduction: Continuing professional development for health professionals increasingly relies on e-learning. However, there is insufficient research into the instructional strategies health professionals prefer to engage with in e-learning. An empirical study was undertaken to answer the research question: What instructional strategies do learners prefer in e-learning modules to improve their learning experience?
Methods: The Department of Health Professions Education at the Uniformed Services University of Health Sciences developed six, stand-alone, self-paced modules for health professionals focusing on education and leadership.
Enhancing the understanding of abstract neurophysiology concepts by first-year students at the University of La Réunion.
Adv Physiol Educ
September 2024
Université de La Réunion, INSERM, UMR 1188 Diabète Athérothrombose Thérapies Réunion Océan Indien (DéTROI), Faculté de Santé, La Réunion, France.
Teaching physiology can be challenging as students are initially required to understand basic and abstract concepts. Thus students typically view physiology as a "difficult" subject and place an emphasis on rote learning and memorization. Here, we attempted to address this knowledge gap by introducing a pedagogical intervention into the neurophysiology lesson plan of first-year medical and health physiology students at the University of La Réunion.
View Article and Find Full Text PDFWant AI Summaries of new PubMed Abstracts delivered to your In-box?
Enter search terms and have AI summaries delivered each week - change queries or unsubscribe any time!