Production and uses of e-learning tools for animal biology education at university

Abstract

In many European universities, access to biology studies is non-selective and implies the enrolment of several hundred students who graduated from high school with a generally weak life sciences background. Teachers from the Biology Department of the University of Lille (France) are currently involved in a student-centred didactical project aimed to improve the attractiveness of animal biology using innovative e-learning tools. Members of younger generations are mostly used to visual approaches in learning, sometimes in contrast with the "traditional" educational methods. This is why the use of multimedia supports, available on different devices, can increase motivation and promote individual involvement in learning. We produced movies and interactive e-books describing the body plan and anatomy of organisms representative of the main Metazoan phyla. These free-access tools are used by students to prepare and review practical sessions. The learning outcomes include: (i) the visualisation of the dissection steps (technical know-how), (ii) identification of the main organs and understanding their relationships (memorisation), and finally (iii) the success of the evaluation (learning feedback). The integration of such multimedia tools, either in laboratory work or in lectures, contributes to an innovative approach in zoology teaching. The use of these information and communication technologies for education (ICTEs) has to be considered an original and useful means for helping learning, but it does not constitute a complete solution. This approach must be complemented with a solid and regular inductive instruction in the discipline.

Determinants of Behavioral Intention and Use of Interactive Whiteboard by K-12 Teachers in Remote and Rural Areas

“…The University of Virginia Center for Teacher Education and Technology also found that the learning media based on technology helped in maintaining the coherence, reduction, and elevation of thinking, stress, and confidence, respectively (Juersivich et al, 2009). learning media based on technology also improved students' creativity, understanding, and mastery of teaching content (Sautière et al, 2019;Desania et al, 2020;Chen et al, 2021;Suryawan et al, 2021). In addition, a good visual presentation effect on IWB effectively improved students' cognition and understanding of teaching content in the learning process (Morgan, 2010).…”

Untitled

“…Level of study is positively significant because students are introduced to electronics in their first year of study which can lead to improvement in their commitment and performance academically (Carle, Jaffee, & Miller, 2009;Roth, Ivanchenko, & Record, 2008;Tan, 2006;Yu, Poon, & Choy, 2006). Sometime students can be at a disadvantage because of inadequate learning approach (Byrd & MacDonald, 2005;Sautière, Blervacq, & Vizioli, 2019;Schmid & Abell, 2003); they may struggle to access certain things on the internet and the application of computer skills is very crucial when writing assignments. E-learning mostly favor the 2nd and 3rd year students because they are more familiar with computer skills.…”

Students' attitudes to e-learning in high school biology instruction

“…Резултати истраживања о начинима примене е-уџбеника у реализацији поменутих биолошких садржаја показали су да велика већина ученика и студената користи кратке наставне филмове, односно чита мултимедијалне протоколе за реализацију практичних и лабораторијских радова. Такође, они су исказали позитиван став о примени те технологије у реализацији различитих биолошких наставних садржаја (Sautière, Blervacq, & Vizioli, 2019a).…”

“…Бројна истраживања (широм света) пријављују углавном позитивне ефекте и указују на значај е-учења и е-ресурса у настави биологије, као и претежно позитивне перцепције и мишљења ученика о том виду учења (Bulić, Jelaska, & Mandić Jelaska, 2017;Dyrberg et al, 2017;Hidayati et al, 2019;Kongvitayanont et al, 2017;Sautière et al, 2019a;Yapici, 2016). Међутим, резултати нашег истраживања указују на неутрално опште мишљење ученика гимназије о примени е-учења и претежно негативно мишљење према е-учењу као једином виду учења.…”