Assessing the Degree of Integrated Learner-Centered Instruction on Student Outcomes in a Large Non-Major Environmental Science Course

Thompson, Ruthanne; Bolin, Greta; Coe, Alice

doi:10.20429/ijsotl.2012.060114

Cited by 3 publications

(2 citation statements)

References 47 publications

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“…This format has recently come under fire as being an antiquated approach that does not maximally create an optimal learning environment (Burgan 2006). However, many people agree with the Thompson et al (2012) study that suggests that the lecture methodology can be effective if it: 1) provides current research in a field of study 2) utilizes a broad base of resources and observations supported solidly with valid research…”

Section: Effective Classroom Practicesmentioning

confidence: 99%

The Human Microbiota: The Importance and Relevance of its Incorportation into Anatomy and Physiology Curricula

Oh-McGinnis¹,

Sigola²,

Fuentes³

et al. 2015

HAPS ED

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The HAPS-EDucator is the official publication of the Human Anatomy and Physiology Society. As such, the HAPS-EDucator aims to foster the advancement of anatomy and physiology education by facilitating the collaboration of HAPS members through the publication of a biannual journal. Journal articles may include, but are not limited to, those that discuss innovative teaching techniques (eg., the use of technology in classrooms or active learning practices), original lesson plans or lab exercises, reviews of trending topics in anatomy and physiology, and summaries of newsworthy events (eg., seminars or conferences that not all society members can attend). Additionally, an extra issue of HAPS-EDucator will be published after the Annual Conference, highlighting the update speakers, workshops and poster presentations. All submitted articles will undergo a peer-review for educational scholarship. Articles not immediately accepted will be returned to authors with feedback and the opportunity to resubmit.

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Section: Effective Classroom Practicesmentioning

confidence: 99%

The Human Microbiota: The Importance and Relevance of its Incorportation into Anatomy and Physiology Curricula

Oh-McGinnis¹,

Sigola²,

Fuentes³

et al. 2015

HAPS ED

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“…Regardless of individual choices, students are given more autonomy within the course, ideally leading to greater engagement, achievement, and satisfaction. Previous reports on assignment choice have been done in a variety of disciplines, including the sciences, but there is no report of its use in an upper level biological sciences course (Frohock et al, 2018; Fulton & Schweitzer, 2011; Hanewicz et al, 2017; Rideout, 2018; Thompson et al, 2012; Trobian, 1984). This report demonstrates that students in a collegiate upper level virology course reported increased engagement and course satisfaction when given the autonomy to choose their assignment types and due dates.…”

Section: Introductionmentioning

confidence: 99%

Assignment Choices in an Upper Level Biology Course Increase Engagement and Course Satisfaction

Nichols¹

2023

The American Biology Teacher

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Pedagogical practices such as active learning and group-based exercises are increasingly being used to engage students in course content during class meetings. However, techniques employed in class may not always contribute to engagement outside of the class meetings, or to student satisfaction with the course itself. Previous reports have shown that student autonomy and initial perceptions of the course setup influence their engagement and satisfaction, independent of the course context. To address engagement in an upper level collegiate biology class, students were allowed to choose their own assignments accounting for 50% of their total grade and also choose the due dates for those assignments; the remaining 50% came from exam scores. The goal was to allow students the option to pick assignments that best reflected their perceived strengths and preferences in order to determine whether these options increased students’ satisfaction and engagement with the course content. Students were surveyed with questionnaires at the beginning and end of the semester to monitor their perception of the course setup, their interest in the course content, and their satisfaction with the course. Comparing initial perception of the course layout with final experiences, students reported that assignment choice did increase interest in the course and resulted in a student-reported increase in personal responsibility within the course.

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Student-Centered Empowerment of Teacher-centered Practices: An Action Research Project

Clegorne¹,

Mitchell²

2013

Networks: An Online Journal for Teacher Research

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Assessing the Degree of Integrated Learner-Centered Instruction on Student Outcomes in a Large Non-Major Environmental Science Course

Abstract: An experimental design to study the effectiveness of PBL in higher education, in first year science students at a university in Peru, South America. College Quarterly, 8(2).

Cited by 3 publications

References 47 publications

The Human Microbiota: The Importance and Relevance of its Incorportation into Anatomy and Physiology Curricula

The Human Microbiota: The Importance and Relevance of its Incorportation into Anatomy and Physiology Curricula

Assignment Choices in an Upper Level Biology Course Increase Engagement and Course Satisfaction

Student-Centered Empowerment of Teacher-centered Practices: An Action Research Project

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