Student reactions and learning: evaluation of a biochemistry course that uses web technology and student collaboration |
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| Institution: | 1. Cardiff University, Cardiff, United Kingdom;4. University of Salford, Salford, United Kingdom;5. University of Leicester, Leicester, United Kingdom;7. National Fisheries Service, Cambridgeshire, United Kingdom;1. The Center for Nanomedicine, Johns Hopkins University School of Medicine, Baltimore, MD 21231, United States;2. Department of Ophthalmology, Johns Hopkins University School of Medicine, Baltimore, MD 21231, United States;3. Department of Chemical and Biomolecular Engineering, Johns Hopkins University, Baltimore, MD 21218, United States;4. Departments of Biomedical Engineering, Environmental and Health Sciences, Oncology, Neurosurgery, and Pharmacology and Molecular Sciences, Johns Hopkins University, Baltimore, MD 21205 United States |
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| Abstract: | Many academic institutions across the country are incorporating computer and Internet technology into their classrooms. Rensselaer has developed a studio classroom that incorporates student collaboration and Internet technology. The purpose of this research was to examine student reactions and learning in an undergraduate biochemistry course taught in a studio classroom. Student reactions to the course, the technology, and working in groups were positive. Students liked using the technology, felt it helped them to learn the material, and thought working in groups was beneficial for learning. Pre-test and post-test grades on a standardized examination indicated a significant increase in learning. In addition, positive reactions to using the technology in the course, as well as student confidence to do well in the course, were significantly related to improved course performance. |
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