| Title: |
Using an Innovative Intervention to Promote Active Learning in an Introductory Microbiology Course |
| Language: |
English |
| Authors: |
Bull, Harold; Premkumar, Kalyani; Acharibasam, Jeremiah Wezenamo |
| Source: |
Canadian Journal for the Scholarship of Teaching and Learning. Sep 2020 11(2). |
| Availability: |
University of Western Ontario and Society for Teaching and Learning in Higher Education. Mills Memorial Library Room 504, McMaster University, 1280 Main Street West, Hamilton, ON L8S 4L6, Canada. Tel: 905-525-9140; e-mail: info@cjsotl-rcacea.ca; Web site: http://www.cjsotl-rcacea.ca/ |
| Peer Reviewed: |
Y |
| Page Count: |
33 |
| Publication Date: |
2020 |
| Document Type: |
Journal Articles; Reports - Research; Tests/Questionnaires |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
Intervention; Active Learning; Introductory Courses; Class Size; Microbiology; Undergraduate Students; Instructional Effectiveness; Visual Aids; Goal Orientation; Test Anxiety; Learner Engagement; Self Efficacy; Time Management; Teamwork; Retention (Psychology); Foreign Countries; Learning Strategies; Questionnaires |
| Geographic Terms: |
Canada (Saskatoon) |
| Assessment and Survey Identifiers: |
Motivated Strategies for Learning Questionnaire |
| ISSN: |
1918-2902 |
| Abstract: |
We found that actively engaging students in our introductory microbiology course was a challenge given our large class sizes and many non-majors taking the course as a program requirement. Therefore, we introduced a novel active learning strategy to our course. Students grouped into teams of three had to create PowerPoint virtual posters on one of three themes: (a) a report on a microbe or immunology story in the news, (b) interview a research scientist, or (c) research a microbiological topic of their choice. To assess the intervention's effectiveness, a pre- and post-course assessment was done. Pre-posttest analysis revealed a significant drop in surface learning and rise in deep learning. Also, there was a drop in the extrinsic (grade-dependent) goal orientation and affective (test anxiety) components. We found a decline in task value, self-efficacy for learning and performance, organization, critical thinking, time and study environment, and help seeking in students' post-test scores. Qualitative findings also indicated the importance of group activity, gaining extra knowledge outside the curriculum, and long-term course content retention. In conclusion, we propose that the creation of digital posters in teams is an effective strategy to increase student engagement in large classes. |
| Abstractor: |
As Provided |
| Entry Date: |
2020 |
| Accession Number: |
EJ1276544 |
| Database: |
ERIC |