Investigation of a Stand-Alone Online Learning Module for Cellular Respiration Instruction

Abstract

With the recent rise of alternative instructional methodologies such as flipped classrooms and active learning, many core concepts are being introduced outside of the classroom prior to scheduled class meeting times. One popular means for external concept introduction in many undergraduate biology courses is the use of stand-alone online learning modules. Using a group of four large introductory biology course sections, we investigate the use of a stand-alone online learning module developed using animations from Virtual Cell Animation Collection as a resource for the introduction of cellular respiration concepts outside of the classroom. Results from four sections of introductory biology (n = 629) randomized to treatments show that students who interacted with the stand-alone online learning module had significantly higher normalized gain scores on a cellular respiration assessment than students who only attended a traditional lecture as a means of concept introduction (p < 0.001, d = 0.59). These findings suggest a superior ability to convey certain introductory cellular respiration topics in a stand-alone manner outside of the classroom than in a more traditional lecture-based classroom setting.

Automated Writing Assessments Measure Undergraduate Learning after Completion of a Computer-Based Cellular Respiration Tutorial

“…This aligns with studies showing that assignment of formative assessments improves learning for students from multiple institutional types (Freeman et al, 2011;Orr and Foster, 2013;Pape-Lindstrom et al, 2018). Goff et al (2018) demonstrated learning gains from supplementing lectures with a different online learning module on cellular respiration. Importantly, our results also show that a single instructional intervention (i.e., an online tutorial) is unable to guide all students to provide completely Scientific explanations.…”

“…, 2018 ). Goff et al. (2018) demonstrated learning gains from supplementing lectures with a different online learning module on cellular respiration.…”

“…The persistent challenge of learning biology core concepts, including matter and energy, has led to development of a variety of instructional methods, both computer-based and in-class activities. Many of these have been published and demonstrate learning gains (e.g., Bentley and Connaughton, 2017;Bergan-Roller et al, 2017;Freeman et al, 2017;Goff et al, 2018). For these and any instructional method, especially during a time in which education is rapidly adopting online and computer-based learning, it is essential to assess student learning.…”

Online Self-Directed Learning Module

“…The quasi-experimental and mixed-methods studies that were included in the review evaluated various learning modules in different disciplines. Significant improvement in knowledge was reported in all studies (Boet et al, 2017;Elkin et al, 2018;Ens et al, 2017;Gagnon et al, 2015;Goff et al, 2018;Kennedy et al, 2019;Parsons et al, 2019;Rafferty et al, 2019). An evaluation of nursing students using an online self-directed module on scientific literature demonstrated an improved knowledge for all the modules except for one that was considered to be most challenging (Gagnon et al, 2015).…”

“…Fifteen of the 20 studies reported an improvement in knowledge as a result of self-directed learning modules (Boet et al, 2017; da Costa Vieira et al, 2017; Elkin et al, 2018; Ens et al, 2017; Gagnon et al, 2015; Gillan et al, 2018; Goff et al, 2018; Karvinen et al, 2017; Kennedy et al, 2019; McCutcheon et al, 2015; Parsons et al, 2019; Rafferty et al, 2019; Rahmati et al, 2018; Warner et al, 2020; Wu et al, 2018). Five randomized studies designed creative ways to enhance the effectiveness of online modules (da Costa Vieira et al, 2017; Gillan et al, 2018; Karvinen et al, 2017; Rahmati et al, 2018; Warner et al, 2020).…”