Research‐Led Learning in biological science practical activities: supported by student‐centred e‐Learning

Abstract

Our aim was to introduce student‐centred research‐led learning (RLL) into undergraduate Physiology practical classes in 2nd year Science. We took an incremental approach to developing students' skills of investigating scientists with many opportunities for them to practice and assess their own progress. The experimental design scenarios, and skills we aimed to engender, go beyond simple inquiry‐based learning in practical classes and require thinking about bigger issues of research projects in real‐world laboratories. The 1st semester subject is taught with an emphasis on students learning principles of experimental design. In 2nd Semester, students apply their experimental design capabilities in designing, executing, analysing and reporting on their investigation of a physiological problem as if it were to be published as a journal article. We support students' tasks associated with RLL by online e‐Learning activities which are normally predictive before any practical class or discussion workshop. Students then have opportunities to review their submissions before lectures in which important issues are raised, using Personal Response Units to encourage active learning. Our results show very high student ratings in quality of teaching surveys, improved student engagement with improved learning outcomes in terms of progressive and final assessments and in later year performances.

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“…With significant interest, our study found that the use of information technology (particularly through smartphones) assisted in enriching learning experience. This is consistent with findings by 680 Kemm and Dantas (2007) and Lu et al, (2007) Gleaner, 2009;. Further, noting that the development of these critical employability skills, as identified both locally and through the International Labour Organisation (Brewer, 2013) are indeed integral to the desired features of the workforce and its entrants, as sought by its membership.…”

“…Research by Schaefer and Zygmont (2003), suggests that an instructor centred environment promotes "dependent learning" (p. 667 238), as opposed to the independent learning that Tärnvik 2007identified. Kemm and Dantas (2007) found that the use of information technology, including e-learning in a tertiary level programme accommodated many learning styles and enhanced student interest and engagement, resulting in better performance on written reports and examinations. In exemplifying the benefit of using information technologies in the classroom, Lu, Ma, Turner and Huang (2007) in an assessment of the impact of using wireless internet in student centred learning interactions, acknowledged favourable impacts upon pedagogical, technological, and cultural learning.…”

Student-centred Learning in Higher Education: Implications for the Jamaican Workplace

“…With significant interest, our study found that the use of information technology (particularly through smartphones) assisted in enriching learning experience. This is consistent with findings by 680 Kemm and Dantas (2007) and Lu et al, (2007) who found that the use of information technology in tertiary level programmes not only accommodated many learning styles and enhanced student interest and engagement, but contributed to improved performance in desirable course outcomes in, amongst other things, written reports and examinations.…”

“…identified. Kemm and Dantas (2007) found that the use of information technology, including e-learning in a tertiary level programme accommodated many learning styles and enhanced student interest and engagement, resulting in better performance on written reports and examinations. In exemplifying the benefit of using information technologies in the classroom, Lu, Ma, Turner and Huang (2007) in an assessment of the impact of using wireless internet in student centred learning interactions, acknowledged favourable impacts upon pedagogical, technological, and cultural learning.…”

Flexible Teaching and Learning Modalities in Undergraduate Science Amid the COVID-19 Pandemic

“…In the context of undergraduate science classes, practical activities serve purpose to reinforce theory, but have an added function of familiarizing students with a scientific laboratory, promoting laboratory techniques and technical dexterity, and facilitating peer-to-peer learning and interaction (Kemm and Dantas, 2007;Rice et al, 2009). Therefore, in comparison to other courses, practical classes are an essential form of traditional faceto-face learning.…”