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Diverse assessment and active student engagement sustain deep learning: A comparative study of outcomes in two parallel introductory biochemistry courses
Author(s) -
Bevan Samantha J.,
Chan Cecilia W. L.,
Tanner Julian A.
Publication year - 2014
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.20824
Subject(s) - student engagement , context (archaeology) , preference , psychology , mathematics education , biochemistry , chemistry , biology , mathematics , paleontology , statistics
Although there is increasing evidence for a relationship between courses that emphasize student engagement and achievement of student deep learning, there is a paucity of quantitative comparative studies in a biochemistry and molecular biology context. Here, we present a pedagogical study in two contrasting parallel biochemistry introductory courses to compare student surface and deep learning. Surface and deep learning were measured quantitatively by a study process questionnaire at the start and end of the semester, and qualitatively by questionnaires and interviews with students. In the traditional lecture/examination based course, there was a dramatic shift to surface learning approaches through the semester. In the course that emphasized student engagement and adopted multiple forms of assessment, a preference for deep learning was sustained with only a small reduction through the semester. Such evidence for the benefits of implementing student engagement and more diverse non‐examination based assessment has important implications for the design, delivery, and renewal of introductory courses in biochemistry and molecular biology. © 2014 by The International Union of Biochemistry and Molecular Biology, 42(6):474–479, 2014.