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An Online Interactive Video Vignette that Helps Students Learn Key Concepts of Fermentation and Respiration.

ABSTRACT: Topics related to energy transformation and metabolism are important parts of an undergraduate biology curriculum, but these are also topics that students traditionally struggle with. To address this, we have created a short online Interactive Video Vignette (IVV) called To Ferment or Not to Ferment: That is the Question. This IVV is designed to help students learn important ideas related to cellular respiration and metabolism. Students in various courses across four institutions were assigned the IVV as an out-of-class preinstruction homework assignment. To test the effectiveness of this IVV on student learning, we collected and analyzed data from questions embedded in the IVV, open response reflection questions, and pre- and postassessments from IVV watchers and nonwatchers. Our analysis revealed that students who completed the IVV activity interacted productively with this online tool and made significant learning gains on important topics related to cellular respiration and metabolism. This IVV is freely available via https://www.rit.edu/cos/interactive/MINT for instructors to adopt for class use.

SUBMITTER: Cardinale JA

PROVIDER: S-EPMC7452716 | biostudies-literature | 2020

REPOSITORIES: biostudies-literature

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An Online Interactive Video Vignette that Helps Students Learn Key Concepts of Fermentation and Respiration.

Cardinale Jean A JA Newman Dina L DL Wright L Kate LK

Journal of microbiology & biology education 20200831 2

Topics related to energy transformation and metabolism are important parts of an undergraduate biology curriculum, but these are also topics that students traditionally struggle with. To address this, we have created a short online Interactive Video Vignette (IVV) called <i>To Ferment or Not to Ferment: That is the Question</i>. This IVV is designed to help students learn important ideas related to cellular respiration and metabolism. Students in various courses across four institutions were ass ...[more]

PMID: 32913487

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Project description:Many researchers investigated university students' behavioural intention to undertake online courses during COVID. However, few examined how students' intention might change throughout COVID by incorporating their learning capability and approaches. The universities in China went through a process from lockdown in February to reopening in September 2020. It provided a unique context for university students in China to experience emergent online learning for approximately six months before returning to normal face-to-face or blended learning on campus. The researchers conducted a questionnaire survey among 193 Chinese university students to investigate the changes in their behavioral intention to learn online throughout COVID. Additionally, the researchers explored the relationships between the participants' behavioral intention and the factors of learning capability in general, application of specific online learning strategies, online course engagement levels, and academic performance. It was found that the participants' intention to study online significantly increased during COVID and then slightly decreased after the university reopened. The participants' intention of online learning after COVID was predicted by their prior intention, learning capability, application of online learning strategies, and online course engagement. The participants' perceptions about online learning revealed that, when choosing future course delivery modes, they would a) reflect on their own disposition, capability, and needs, b) compare different learning modes, and c) examine course quality and teachers' competency. The participants also shared advice regarding their expectation of future online courses which may help shape university educators' pedagogical practices and provide insights for university online and blended course delivery from learners' perspectives.Supplementary informationThe online version contains supplementary material available at 10.1007/s10639-022-11320-0.

Project description:AimThe global pandemic of COVID-19 has led to extensive practice of online learning. Our main objective is to compare different online synchronous interactive learning activities to evaluate students' perceptions. Moreover, we also aim to identify factors influencing their perceptions in these classes.MethodsA cross-sectional, questionnaire-based study focusing on clinical year medical students' perceptions and feedback was conducted between February 2021 -June 2021 at the University of Hong Kong. Online learning activities were divided into bedside teaching, practical skill session, problem-based learning (PBL) or tutorial, and lecture. A questionnaire based on the Dundee Ready Education Environment Measure (DREEM) was distributed to 716 clinical year students to document their perceptions.ResultsOne hundred responses were received with a response rate of 15.4% (110/716, including 96 from bedside teaching, 67 from practical skill session, 104 from PBL/tutorial, and 101 from lecture). For the mean score of the DREEM-extracted questionnaire, online PBL/tutorial scored the highest (2.72 ± 0.54), while bedside scored the lowest (2.38 ± 0.68, p = 0.001). Meanwhile, there was no significant difference when we compared different school years (p = 0.39), age (p = 0.37), gender (p = 1.00), year of internet experience (<17 vs ≥17 years p = 0.59), or prior online class experience (p = 0.62). When asked about students' preference for online vs face-to-face classes. Students showed higher preferences for online PBL/tutorial (2.06 ± 0.75) and lectures (2.27 ± 0.81). Distraction remains a significant problem across all four learning activities. A multivariate analysis was performed regarding students' reported behavior in comparison with their perception through the DREEM-extracted questionnaire. The results showed that good audio and video quality had a significant and positive correlation with their perception of online bedside teaching, practical skill sessions, and PBL/tutorial. It also showed that the use of the video camera correlated with an increase in perception scores for lectures.ConclusionThe present analysis has demonstrated that students' perception of different online synchronous interactive learning activities varies. Further investigations are required on minimizing distraction during online classes.

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An Online Interactive Video Vignette that Helps Students Learn Key Concepts of Fermentation and Respiration.

Publications

An Online Interactive Video Vignette that Helps Students Learn Key Concepts of Fermentation and Respiration.

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