Premium
Use of a Synchronous Collaborative Learning Environment in a Face‐to‐Face Molecular Biology Classroom
Author(s) -
ClausonKozina Cheryl,
Kunzweiler Greg
Publication year - 2018
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.2018.32.1_supplement.663.38
Subject(s) - teamwork , class (philosophy) , face (sociological concept) , work (physics) , mathematics education , group work , face to face , collaborative learning , computer science , team based learning , psychology , medical education , sociology , medicine , engineering , artificial intelligence , social science , philosophy , epistemology , mechanical engineering , political science , law
As stated in “Vision and Change”, biology is an increasingly collaborative endeavor, requiring scientists to work well in teams and across disciplines. Yet, too often our classrooms are designed to be lecture‐based and don't provide sufficient opportunity for students to practice collaboration and teamwork. Here we describe a synchronous collaborative learning tool, MeTL, wherein students in face‐to‐face classrooms work together on problem sets and case studies. Rather than submitting a paper assignment at the conclusion of class time, the students instead work in an online environment that is accessible even after class has ended. Group members can see each other's work in real time and can thus provide assistance in creation of the group submission. Feedback provided to the students is viewable instantaneously, by all group members, and can be synced with Learning Management Systems. Students receive a grade for the work that was completed in addition to a scaled grade based on how well their peers felt they contributed to the activity of the day. We anticipate MeTL being useful to classrooms in many disciplines, but especially the molecular biology classroom. This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal .