Aug 10, 2019

Contrasting Cases: Students' Experiences in an Active-Learning Biology Classroom

CBE Life Sciences Education
Lisa B WiltbankJennifer L Momsen

Abstract

In this qualitative study, we examined the process of active learning from the perspective of undergraduate students in a high-enrollment introductory biology class. Eight students participated in a series of five interviews throughout the semester that examined their experiences during and after class. Grades were collected for each student at regular time points throughout the semester. Here, we present in-depth case studies of four students who described profoundly different responses to the same in-class learning tasks. We particularly highlight variation in students' self-reported engagement, as engagement is thought to be a key element of successful active learning. Finally, we map each student's self-reported engagement and the grades that he or she received. In each case, we found that grades failed to capture some aspects of the active-learning experience that students found important.

Mentioned in this Paper

Study
Experience
Qualitative Research
Undergraduate Student
Learning
Enrollment
Reporting
Achievement
Achievement
Achievement

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