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Supplementing introductory biology with on‐line curriculum *
Author(s) -
McGroarty Estelle,
Parker Joyce,
Heidemann Merle,
Lim Heejun,
Olson Mark,
Long Tammy,
Merrill John,
Riffell Samuel,
Smith James,
Batzli Janet,
Kirschtel David
Publication year - 2004
Publication title -
biochemistry and molecular biology education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.34
H-Index - 39
eISSN - 1539-3429
pISSN - 1470-8175
DOI - 10.1002/bmb.2004.494032010312
Subject(s) - curriculum , mathematics education , biology , computational biology , psychology , pedagogy
We developed web‐based modules addressing fundamental concepts of introductory biology delivered through the LON‐CAPA course management system. These modules were designed and used to supplement large, lecture‐based introductory biology classes. Incorporating educational principles and the strength of web‐based instructional technology, choices were made about knowledge presentation, representation, and construction (W. A. Nelson, D. B. Palumbo (1992) J. Educ. Media Hypermedia 1, 287–299). Knowledge presentation focused on big and connecting ideas. Knowledge representation provided students the opportunity to interact with concepts in several ways using multiple representations. For knowledge construction, we facilitated students' active and meaningful interactions with content using interwoven high‐level questions. Students' extended responses to a questionnaire indicated that these modules influenced the students learning in meaningful ways. (For access to demonstration modules, go to demo.lon‐capa.org/cgi‐bin/signon.pl?hhmi .)