Learning about Chemiosmosis and ATP Synthesis with Animations Outside of the Classroom

Many undergraduate biology courses have begun to implement instructional strategies aimed at increasing student interaction with course material outside of the classroom. Two examples of such practices are introducing students to concepts as preparation prior to instruction, and as conceptual reinfo...

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Autores principales:	Eric E. Goff, Katie M. Reindl, Christina Johnson, Phillip McClean, Erika G. Offerdahl, Noah L. Schroeder, Alan R. White
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/2fcab34fd2e64107b185d6fe34e95579
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spelling	oai:doaj.org-article:2fcab34fd2e64107b185d6fe34e955792021-11-15T15:04:11ZLearning about Chemiosmosis and ATP Synthesis with Animations Outside of the Classroom10.1128/jmbe.v18i1.12231935-78851935-7877https://doaj.org/article/2fcab34fd2e64107b185d6fe34e955792017-04-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v18i1.1223https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885Many undergraduate biology courses have begun to implement instructional strategies aimed at increasing student interaction with course material outside of the classroom. Two examples of such practices are introducing students to concepts as preparation prior to instruction, and as conceptual reinforcement after the instructional period. Using a three-group design, we investigate the impact of an animation developed as part of the Virtual Cell Animation Collection on the topic of concentration gradients and their role in the actions of ATP synthase as a means of pre-class preparation or post-class reinforcement compared with a no-intervention control group. Results from seven sections of introductory biology (n = 732) randomized to treatments over two semesters show that students who viewed animation as preparation (d = 0.44, p < 0.001) or as reinforcement (d = 0.53, p < 0.001) both outperformed students in the control group on a follow-up assessment. Direct comparison of the preparation and reinforcement treatments shows no significant difference in student outcomes between the two treatment groups (p = 0.87). Results suggest that while student interaction with animations on the topic of concentration gradients outside of the classroom may lead to greater learning outcomes than the control group, in the traditional lecture-based course the timing of such interactions may not be as important.Eric E. GoffKatie M. ReindlChristina JohnsonPhillip McCleanErika G. OfferdahlNoah L. SchroederAlan R. WhiteAmerican 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 Eric E. Goff Katie M. Reindl Christina Johnson Phillip McClean Erika G. Offerdahl Noah L. Schroeder Alan R. White Learning about Chemiosmosis and ATP Synthesis with Animations Outside of the Classroom
description	Many undergraduate biology courses have begun to implement instructional strategies aimed at increasing student interaction with course material outside of the classroom. Two examples of such practices are introducing students to concepts as preparation prior to instruction, and as conceptual reinforcement after the instructional period. Using a three-group design, we investigate the impact of an animation developed as part of the Virtual Cell Animation Collection on the topic of concentration gradients and their role in the actions of ATP synthase as a means of pre-class preparation or post-class reinforcement compared with a no-intervention control group. Results from seven sections of introductory biology (n = 732) randomized to treatments over two semesters show that students who viewed animation as preparation (d = 0.44, p < 0.001) or as reinforcement (d = 0.53, p < 0.001) both outperformed students in the control group on a follow-up assessment. Direct comparison of the preparation and reinforcement treatments shows no significant difference in student outcomes between the two treatment groups (p = 0.87). Results suggest that while student interaction with animations on the topic of concentration gradients outside of the classroom may lead to greater learning outcomes than the control group, in the traditional lecture-based course the timing of such interactions may not be as important.
format	article
author	Eric E. Goff Katie M. Reindl Christina Johnson Phillip McClean Erika G. Offerdahl Noah L. Schroeder Alan R. White
author_facet	Eric E. Goff Katie M. Reindl Christina Johnson Phillip McClean Erika G. Offerdahl Noah L. Schroeder Alan R. White
author_sort	Eric E. Goff
title	Learning about Chemiosmosis and ATP Synthesis with Animations Outside of the Classroom
title_short	Learning about Chemiosmosis and ATP Synthesis with Animations Outside of the Classroom
title_full	Learning about Chemiosmosis and ATP Synthesis with Animations Outside of the Classroom
title_fullStr	Learning about Chemiosmosis and ATP Synthesis with Animations Outside of the Classroom
title_full_unstemmed	Learning about Chemiosmosis and ATP Synthesis with Animations Outside of the Classroom
title_sort	learning about chemiosmosis and atp synthesis with animations outside of the classroom
publisher	American Society for Microbiology
publishDate	2017
url	https://doaj.org/article/2fcab34fd2e64107b185d6fe34e95579
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Learning about Chemiosmosis and ATP Synthesis with Animations Outside of the Classroom

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