First-Year and Non-First-Year Student Expectations Regarding In-Class and Out-of-Class Learning Activities in Introductory Biology

National calls for teaching transformation build on a constructivist learning theory and propose that students learn by actively engaging in course activities and interacting with other students. While interactive pedagogies can improve learning, they also have the potential to challenge traditional...

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Autores principales:	Tanya L. Brown, Kathleen R. Brazeal, Brian A. Couch
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2017
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/109e886fa70a4ad7a528f641a1b59964
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spelling	oai:doaj.org-article:109e886fa70a4ad7a528f641a1b599642021-11-15T15:04:11ZFirst-Year and Non-First-Year Student Expectations Regarding In-Class and Out-of-Class Learning Activities in Introductory Biology10.1128/jmbe.v18i1.12411935-78851935-7877https://doaj.org/article/109e886fa70a4ad7a528f641a1b599642017-04-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v18i1.1241https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885National calls for teaching transformation build on a constructivist learning theory and propose that students learn by actively engaging in course activities and interacting with other students. While interactive pedagogies can improve learning, they also have the potential to challenge traditional norms regarding class participation and learning strategies. To better understand the potential openness of students to interactive teaching practices, we administered a survey during the first week of two sections of an introductory biology course to characterize how students envisioned spending time during class as well as what activities they expected to complete outside of class during non-exam weeks and in preparation for exams. Additionally, we sought to test the hypothesis that the expectations of first-year students differed from those of non-first-year students. Analyses of closed-ended and open-ended questions revealed that students held a wide range of expectations and that most students expressed expectations consistent with some degree of transformed teaching. Furthermore, first-year students expected more active learning in class, more out-of-class coursework during non-exam weeks, and more social learning strategies than non-first-year students. We discuss how instructor awareness of incoming student expectations might be used to promote success in introductory science courses.Tanya L. BrownKathleen R. BrazealBrian A. CouchAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 18, Iss 1 (2017)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Biology (General) QH301-705.5
spellingShingle	Special aspects of education LC8-6691 Biology (General) QH301-705.5 Tanya L. Brown Kathleen R. Brazeal Brian A. Couch First-Year and Non-First-Year Student Expectations Regarding In-Class and Out-of-Class Learning Activities in Introductory Biology
description	National calls for teaching transformation build on a constructivist learning theory and propose that students learn by actively engaging in course activities and interacting with other students. While interactive pedagogies can improve learning, they also have the potential to challenge traditional norms regarding class participation and learning strategies. To better understand the potential openness of students to interactive teaching practices, we administered a survey during the first week of two sections of an introductory biology course to characterize how students envisioned spending time during class as well as what activities they expected to complete outside of class during non-exam weeks and in preparation for exams. Additionally, we sought to test the hypothesis that the expectations of first-year students differed from those of non-first-year students. Analyses of closed-ended and open-ended questions revealed that students held a wide range of expectations and that most students expressed expectations consistent with some degree of transformed teaching. Furthermore, first-year students expected more active learning in class, more out-of-class coursework during non-exam weeks, and more social learning strategies than non-first-year students. We discuss how instructor awareness of incoming student expectations might be used to promote success in introductory science courses.
format	article
author	Tanya L. Brown Kathleen R. Brazeal Brian A. Couch
author_facet	Tanya L. Brown Kathleen R. Brazeal Brian A. Couch
author_sort	Tanya L. Brown
title	First-Year and Non-First-Year Student Expectations Regarding In-Class and Out-of-Class Learning Activities in Introductory Biology
title_short	First-Year and Non-First-Year Student Expectations Regarding In-Class and Out-of-Class Learning Activities in Introductory Biology
title_full	First-Year and Non-First-Year Student Expectations Regarding In-Class and Out-of-Class Learning Activities in Introductory Biology
title_fullStr	First-Year and Non-First-Year Student Expectations Regarding In-Class and Out-of-Class Learning Activities in Introductory Biology
title_full_unstemmed	First-Year and Non-First-Year Student Expectations Regarding In-Class and Out-of-Class Learning Activities in Introductory Biology
title_sort	first-year and non-first-year student expectations regarding in-class and out-of-class learning activities in introductory biology
publisher	American Society for Microbiology
publishDate	2017
url	https://doaj.org/article/109e886fa70a4ad7a528f641a1b59964
work_keys_str_mv	AT tanyalbrown firstyearandnonfirstyearstudentexpectationsregardinginclassandoutofclasslearningactivitiesinintroductorybiology AT kathleenrbrazeal firstyearandnonfirstyearstudentexpectationsregardinginclassandoutofclasslearningactivitiesinintroductorybiology AT brianacouch firstyearandnonfirstyearstudentexpectationsregardinginclassandoutofclasslearningactivitiesinintroductorybiology
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First-Year and Non-First-Year Student Expectations Regarding In-Class and Out-of-Class Learning Activities in Introductory Biology

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