First-Year and Non-First-Year Student Expectations Regarding In-Class and Out-of-Class Learning Activities in Introductory Biology

Journal of Microbiology & Biology Education
Tanya L BrownBrian A Couch

Abstract

National calls for teaching transformation build on a constructivist learning theory and propose that students learn by actively engaging in course activities and interacting with other students. While interactive pedagogies can improve learning, they also have the potential to challenge traditional norms regarding class participation and learning strategies. To better understand the potential openness of students to interactive teaching practices, we administered a survey during the first week of two sections of an introductory biology course to characterize how students envisioned spending time during class as well as what activities they expected to complete outside of class during non-exam weeks and in preparation for exams. Additionally, we sought to test the hypothesis that the expectations of first-year students differed from those of non-first-year students. Analyses of closed-ended and open-ended questions revealed that students held a wide range of expectations and that most students expressed expectations consistent with some degree of transformed teaching. Furthermore, first-year students expected more active learning in class, more out-of-class coursework during non-exam weeks, and more social learning strategies t...Continue Reading

References

Jun 6, 2007·CBE Life Sciences Education·Scott FreemanMary Pat Wenderoth
Sep 6, 2012·CBE Life Sciences Education·Kathrin F Stanger-Hall
Dec 4, 2013·CBE Life Sciences Education·Shannon B Seidel, Kimberly D Tanner
May 14, 2014·Proceedings of the National Academy of Sciences of the United States of America·Scott FreemanMary Pat Wenderoth
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