Investigation of a Stand-Alone Online Learning Module for Cellular Respiration Instruction

With the recent rise of alternative instructional methodologies such as flipped classrooms and active learning, many core concepts are being introduced outside of the classroom prior to scheduled class meeting times. One popular means for external concept introduction in many undergraduate biology c...

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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 2018
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/7ca70d3fb7684647aff61e87e6e5bc23
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spelling	oai:doaj.org-article:7ca70d3fb7684647aff61e87e6e5bc232021-11-15T15:04:10ZInvestigation of a Stand-Alone Online Learning Module for Cellular Respiration Instruction10.1128/jmbe.v19i2.14601935-78851935-7877https://doaj.org/article/7ca70d3fb7684647aff61e87e6e5bc232018-01-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v19i2.1460https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885With the recent rise of alternative instructional methodologies such as flipped classrooms and active learning, many core concepts are being introduced outside of the classroom prior to scheduled class meeting times. One popular means for external concept introduction in many undergraduate biology courses is the use of stand-alone online learning modules. Using a group of four large introductory biology course sections, we investigate the use of a stand-alone online learning module developed using animations from Virtual Cell Animation Collection as a resource for the introduction of cellular respiration concepts outside of the classroom. Results from four sections of introductory biology (n = 629) randomized to treatments show that students who interacted with the stand-alone online learning module had significantly higher normalized gain scores on a cellular respiration assessment than students who only attended a traditional lecture as a means of concept introduction (p < 0.001, d = 0.59). These findings suggest a superior ability to convey certain introductory cellular respiration topics in a stand-alone manner outside of the classroom than in a more traditional lecture-based classroom setting.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 19, Iss 2 (2018)
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 Investigation of a Stand-Alone Online Learning Module for Cellular Respiration Instruction
description	With the recent rise of alternative instructional methodologies such as flipped classrooms and active learning, many core concepts are being introduced outside of the classroom prior to scheduled class meeting times. One popular means for external concept introduction in many undergraduate biology courses is the use of stand-alone online learning modules. Using a group of four large introductory biology course sections, we investigate the use of a stand-alone online learning module developed using animations from Virtual Cell Animation Collection as a resource for the introduction of cellular respiration concepts outside of the classroom. Results from four sections of introductory biology (n = 629) randomized to treatments show that students who interacted with the stand-alone online learning module had significantly higher normalized gain scores on a cellular respiration assessment than students who only attended a traditional lecture as a means of concept introduction (p < 0.001, d = 0.59). These findings suggest a superior ability to convey certain introductory cellular respiration topics in a stand-alone manner outside of the classroom than in a more traditional lecture-based classroom setting.
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	Investigation of a Stand-Alone Online Learning Module for Cellular Respiration Instruction
title_short	Investigation of a Stand-Alone Online Learning Module for Cellular Respiration Instruction
title_full	Investigation of a Stand-Alone Online Learning Module for Cellular Respiration Instruction
title_fullStr	Investigation of a Stand-Alone Online Learning Module for Cellular Respiration Instruction
title_full_unstemmed	Investigation of a Stand-Alone Online Learning Module for Cellular Respiration Instruction
title_sort	investigation of a stand-alone online learning module for cellular respiration instruction
publisher	American Society for Microbiology
publishDate	2018
url	https://doaj.org/article/7ca70d3fb7684647aff61e87e6e5bc23
work_keys_str_mv	AT ericegoff investigationofastandaloneonlinelearningmoduleforcellularrespirationinstruction AT katiemreindl investigationofastandaloneonlinelearningmoduleforcellularrespirationinstruction AT christinajohnson investigationofastandaloneonlinelearningmoduleforcellularrespirationinstruction AT phillipmcclean investigationofastandaloneonlinelearningmoduleforcellularrespirationinstruction AT erikagofferdahl investigationofastandaloneonlinelearningmoduleforcellularrespirationinstruction AT noahlschroeder investigationofastandaloneonlinelearningmoduleforcellularrespirationinstruction AT alanrwhite investigationofastandaloneonlinelearningmoduleforcellularrespirationinstruction
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Investigation of a Stand-Alone Online Learning Module for Cellular Respiration Instruction

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