Abstract
Recent data has shown that passive learning does not promote the development of scientific literacy and communication skills, nor does it improve student engagement and academic performance. Partnering with an English language specialist, we transformed a third-year undergraduate molecular biology course (BCH311) to address these issues by designing four assignments and accompanying interactive e-modules focused on reflection, critical thinking, science literacy, making foundational connections, and communication skills. To assess how our new strategies impacted the course learning experience, students were surveyed on their perceptions of the e-modules and their role in encouraging scientific skills development. Additionally, we examined e-module viewing count data that was generated from our learning management system (LMS) Quercus and analyzed it with respect to post-module submission scores and assignment/quiz scores for each of the four e-modules, along with final overall student grades. We report here that the e-modules enhanced and supported the learning experience for students, and they encouraged the development of science literacy and communication skills. Student engagement (as measured by e-module viewing counts) was also positively associated with academic performance indicators. For example, the earlier and more frequently students accessed the e-modules, the better their assignment grades. Collectively, these results demonstrate that competency in scientific literacy is assisted by the designing of four assignments focused on communication and written/oral skills while the creation of interactive e-modules tailored to each assignment supports skills development through active learning exercises and feedback.
Presenters
Stavroula AndreopoulosProfessor, Teaching Stream, Biochemistry, University of Toronto, Canada
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Considering Digital Pedagogies
KEYWORDS
SCIENTIFIC LITERACY, EDUCATIONAL MEDIA, BIOCHEMISTRY, STEM
