The effectiveness of interactive online tutorials in first-year large biology course
Why this work is in the frame
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Bibliographic record
Abstract
Purpose Online resources can be helpful for students and can augment the content presented in learning environments. A team consisting of four biologists, a graduate student, instructional designer and media developers collaborated on the design, development and evaluation of first-year biology online tutorials in a Canadian University. The tutorials were designed to address knowledge gaps resulting in low success rates and attrition of first-year students in biology. The decrease in the number of students in STEM has alarmed educators, prompting a call for efforts to increase STEM majors in universities. Large class sizes, such as first year biology with ∼900 registrants annually, with detail-oriented, content-heavy loads, can result in low success rates and attrition. Design/methodology/approach Active learning methods, including online formative assessments, which encourage student engagement in course material, can be effective in large introductory science classes, and thus, the authors provided engagement with tutorial online resources. The authors identified the tutorial topics by analyzing previous years' tests, student feedback and pedagogical research in undergraduate biology. The top five topics identified as common misconceptions or troublesome concepts within the course were selected. Standard instructional design processes were used to produce high-quality online tutorials. Tutorials included learning materials, videos, animations, self-assessments, reflective questions and badges to facilitate deep learning of the topics. Effectiveness of the tutorials was evaluated using quantitative methods and quasi-experimental design to compare the student learning results between the control year (without tutorials) and the year when tutorials were offered. Pre- and posttests measuring conceptual understanding were administered to assess gains in student learning. Additionally, student engagement was measured using the Classroom Survey of Student Engagement (CLASSE), and data from learning management system was collected. Findings Results of the study show that the tutorials were an effective means of providing supplementary assistance to students as well as fostering a gain in students' levels of engagement with the course. Data analysis indicates that there was a significant increased gain in learning of core concepts in biology. Specifically, using formative online assessments resulted in measurable learning gains in students who participated voluntarily, in comparison to students who chose not to engage in self-paced quiz testing. Originality/value As seen from the description earlier, the tutorials, and this project, provide suitable university-level complexity to address specific learning gaps in the first year course. They provide a valuable service to students in terms of representing content in an alternate format and motivating students as they engaged with videos and self-assessment most frequently. The project adds to the teaching and learning environment with respect to program design, mode of delivery and scheduling by providing self-paced tutorials that focus on specific concepts in biology. Students may review these resources whenever and as often as they feel necessary to better master the concepts. This makes the content applicable for the various preferences for approaches to learning and accommodation requirements found in students. Importantly, using formative online assessments resulted in measurable learning gains in students who participated voluntarily, in comparison to students who chose not to engage in self-paced quiz testing.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.035 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it