Online Learning Objects with Embedded Self-Assessments as a Model for a Blended Student-Centered Approach in Introductory Biology Classes

 

Kimberly Pigford, Miriam Ferzli, Betty Black & Hannah Grabow

Tested Studies in Laboratory Teaching, 2015, Volume 36

Poster file:

Abstract

In this study we assess the effectiveness of online learning objects with embedded self-assessments as a model for a blended student centered approach in introductory biology. Three sections of an Introductory Molecular Biology course were given access to the online materials prior to coming to class, while one section was asked to read sections of their textbook covering the same material. Findings, based on student performance on a free-response in class assessment indicate that the use of online learning objects increases student learning both between and within the four course sections examined.

Keywords:  online learning, student self-assessment, student-centered learning

University of Oregon (2014)