Student‐Produced Videos Enhance Learning in a Freshman Cellular and Molecular Biology Course
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Notice bibliographique
Résumé
Increasing student engagement in the learning process is a good way to enhance the educational experience, but the mechanics of doing so are difficult to define. Putting students in the role of teachers can help to introduce a student‐centered perspective on learning, provided this is done in a way that is appropriate to their strengths. Undergraduate students who had completed a freshman course in cellular and molecular biology were encouraged to develop multimedia resources (particularly videos) to supplement the lectures given in this class. The purpose of the videos was to provide the students with an alternative way of looking at the course content, from a student's point of view. Attention was focused on one specific component of the course — an assessment tool designed to test a students' abilities to solve problems based on course content. These assessments, Rapid Problem‐Solving Exercises (RAPSEs) were given to students in two variants. In the hypotheses generation RAPSEs, students were provided limited information (usually experimental data) and asked to frame possible solutions within a limited time period (20 minutes). In the other variant, students were given limited data but provided with a specific hypothesis for which they were required to design suitable experiments. These RAPSEs are challenging evaluations but provide a meaningful learning experience, and we wanted to see if we could aid in the learning process through educational tutorial videos. Specifically, we sought to develop videos tailored to student needs that consisted of students working through sample RAPSEs to highlight the thought process required to successfully navigate the assessment. Additionally, we produced animations of cellular mechanisms to help students visualize our thought processes. These videos went through several iterations with instructor feedback. These videos were shown to the class and were also available for individual student study. A voluntary questionnaire was sent out to the students following the RAPSE assessment. Preliminary responses to the questionnaire (n=109) revealed that 95% responded with ‘agree’ or ‘strongly agree’ when asked if the videos provided a valuable learning resource. The implementation of multimedia in problem‐solving through student‐centered learning is an effective manner of filling gaps endemic in standard didactic teaching. Student‐generated multimedia resources provide a valuable opportunity, not only to enhance student learning, but also foster faculty‐student collaboration in the learning experience.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,009 | 0,002 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,002 | 0,001 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle