Learn before lecture: A strategy that improves learning outcomes in a large introductory biology class

CBE Life Sciences Education

Volumn 9, Issue 4, 2010, Pages 473-481

  Moravec, Marin ^a   Williams, Adrienne ^a   Aguilar Roca, Nancy ^a   O'Dowd, Diane K ^a  

^a UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; BIOLOGY; EDUCATION; METHODOLOGY; PROBLEM BASED LEARNING; STUDENT;

BIOLOGY; EDUCATIONAL MEASUREMENT; PROBLEM-BASED LEARNING; STUDENTS;

EID: 78650698960     PISSN: None     EISSN: 19317913     Source Type: Journal    
DOI: 10.1187/cbe.10-04-0063     Document Type: Article

References (35)

1. Allain, R., and Williams, T. (2006). The effectiveness of online homework in an introductory science class. J. Coll. Sci. Teach. 35, 28-30.
2. Allen, D., and Tanner, K. (2005). Infusing active learning into the large-enrollment biology class: seven strategies, from the simple to complex. Cell Biol. Educ. 4, 262-268.
3. Bloom, B. S., Krathwohl, D. R., and Masia, B. B. (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals, 1st ed, New York: David McKay Company, Inc.
4. Bonwell, C. C., and Eison, J. A. (1991). Active Learning: Creating Excitement in the Classroom. Ashe-Eric Higher Education Report No 1, Washington, D.C: George Washington University, School of Education and Human Development.
5. Chaplin, S. (2009). Assessment of the impact of case studies on student learning gains in an introductory biology course. J. Coll. Sci. Teach. 39, 72-79.
6. Collard, D. M., Girardot, S. P., and Deutsch, H. M. (2002). From the textbook to the lecture: improving prelecture preparation in organic chemistry. J Chem. Educ. 79, 520-523.
7. Crowe, A., Dirks, C., and Wenderoth, M. P. (2008). Biology in bloom: implementing bloom's taxonomy to enhance student learning in biology. CBE Life Sci. Educ. 7, 368-381.
8. D'Angelo, M. A., Raices, M., Panowski, S. H., and Hetzer, M. W. (2009). Age-dependent deterioration of nuclear pore complexes causes a loss of nuclear integrity in postmitotic cells. Cell 136, 284-295.
9. Day, J. A., and Foley, J. D. (2006). Evaluating a web lecture intervention in a human-computer interaction course. IEEE Trans. Educ. 49, 420-431.
10. Ding, L., Chabay, R., Sherwood, B., and Beichner, R. (2006). Evaluating an electricity and magnetism assessment tool: brief electricity and magnetism assessment. Phys. Rev. ST Phys. Educ. Res. 2, 1-7.
11. Dobson, J. L. (2008). The use of formative online quizzes to enhance class preparation and scores on summative exams. Adv. Physiol. Educ. 32, 297.
12. Freeman, S., O'Connor, E., Parks, J. W., Cunningham, M., Hurley, D., Haak, D., Dirks, C., and Wenderoth, M. P. (2007). Prescribed active learning increases performance in introductory biology. CBE Life Sci. Educ. 6, 132-139.
13. Hake, R. R. (1998). Interactive-engagement versus traditional methods: a six-thousand-student survey of mechanics test data for introductory physics courses. Am. J. Phys. 66, 64-74.
14. Johnson, B. C., and Kiviniemi, M. T. (2009). The effect of online chapter quizzes on exam performance in an undergraduate social psychology course. Teach. Psychol. 36, 33-37.
15. Justice, C., Rice, J., Roy, D., Hudspith, B., and Jenkins, H. (2009). Inquiry-based learning in higher education: administrators' perspectives on integrating inquiry pedagogy into the curriculum. High. Educ. 58, 841-855.
16. Keefe, T. (2003). Enhancing a Face-to-Face Course With Online Lectures: Instructional and Pedagogical Issues. Proceedings of the Annual Mid-South Instructional Technology Conference, Murfreesboro, TN: Middle Tennessee State University.
17. Klionsky, D. J. (2002). Constructing knowledge in the lecture hall. J. Coll. Sci. Teach. 31, 246-251.
18. Knight, J. K., and Wood, W. B. (2005). Teaching more by lecturing less. Cell Biol. Educ. 4, 298-310.
19. Marrs, K. A., and Novak, G. (2004). Just-in-time teaching in biology: creating an active learner classroom using the internet. CBE Life Sci. Educ. 3, 49.
20. Metz, A. M. (2008). Teaching statistics in biology: using inquirybased learning to strengthen understanding of statistical analysis in biology laboratory courses. CBE Life Sci. Educ. 7, 317-326.
21. Michael, J. (2006). Where's the evidence that active learning works? Adv. Physiol. Educ. 30, 159-167.
22. Narloch, R., Garbin, C. P., and Turnage, K. D. (2006). Benefits of prelecture quizzes. Teach. Psychol. 33, 109-112.
23. Novak, G. M., Gavrin, A., and Patterson, E. T. (2004). Just-In-Time teaching. http://webphysics.iupui.edu/jitt/jitt.html, last modified 2006 (accessed August 2010).
24. Novak, G. M., Gavrin, A., and Wolfgang, C. (1999). Just-in-Time Teaching: Blending Active Learning With Web Technology, Upper Saddle River, NJ: Prentice Hall.
25. Novak, G. M., and Patterson, E. T. (2000). The Best of Both Worlds: WWW Enhanced in-Class Instruction. Proceedings of the IASTED International Conference on Computers and Advanced Technology in Education, Calgary, AB: ACTA Press.
26. O'Dowd, D. K., and Aguilar-Roca, N. (2009). Garage demos: using physical models to illustrate dynamic aspects of microscopic biological processes. CBE Life Sci. Educ. 8, 118-122.
27. Perry, J., Meir, E., Herron, J. C., Maruca, S., and Stal, D. (2008). Evaluating two approaches to helping college students understand evolutionary trees through diagramming tasks. CBE Life Sci. Educ. 7, 193-201.
28. Riffell, S., and Sibley, D. (2005). Using web-based instruction to improve large undergraduate biology courses: an evaluation of a hybrid course format. Comput. Educ. 44, 217-235.
29. Schaeffer, E., Bhargava, T., Nash, J., Kerns, C., and Stocker, S. (2001). Innovation From Within the Box: Evaluation of Online Problem Sets in a Series of Large Lecture Undergraduate Science Courses. Meeting of the American Educational Research Association.
30. Scholer, A. M., and Hatton, M. (2008). An evaluation of the efficacy of a laboratory exercise on cellular respiration. J. Coll. Sci. Teach. 38, 40-45.
31. Seymour, E., Hunter, A., Laursen, S. L., and DeAntoni, T. (2007). Establishing the benefits of research experiences for undergraduates in the sciences: first findings from a three-year study. Sci. Educ. 88, 493-534.
32. Simkins, S., and Maier, M. (2004). Using just-in-time teaching techniques in the principles of economics course. Soc. Sci. Comp. Rev. 22, 444.
33. Smith, M. K., Wood, W. B., Adams, W. K., Wieman, C., Knight, J. K., Guild, N., and Su, T. T. (2009). Why peer discussion improves student performance on in-class concept questions. Science 323, 122.
34. Walvoord, B. E., and Anderson, V. J. (1998). Effective Grading: A Tool for Learning and Assessment, 1st ed, San Francisco, CA: Jossey- Bass Publishers.
35. Wischusen, S. M., and Wischusen, E. W. (2007). Biology intensive orientation for students (BIOS): a biology "boot camp". CBE Life Sci. Educ. 6, 172-178.