Utilizing Inquiry Based eLearning Modules for Pre‐Lecture Content Delivery in a Molecular Biology Course at an Australian University to Facilitate Active Learning in the Lecture Theatre

Abstract

Currently in many large universities and colleges, the delivery of content in lectures is still largely based on a passive stand and deliver model. This method of lecture delivery means that the lectures are not utilised as a platform for student discussion and deep engagement with key concepts. This could negatively impact student learning and the development of conceptual understanding, especially in content heavy subjects such as biochemistry and molecular biology. Although teaching methods based on how adults learn have been well described, they can be perceived as logistically difficult to apply. With internal university funding, we have developed an alternative model of content delivery through the use of interactive technology for pre‐lecture preparation. The molecular biology in the modules is presented via a medical case, which gives the students a real life context with which to explore key concepts. Formative assessment with immediate feedback is embedded into the modules. The online modules are followed by a face‐to‐face lecture using active inquiry‐based learning, creating space for discussion to build on core concepts previously explored online. Fifty‐two second‐year graduate medical and 291 first‐year molecular biology students were surveyed to evaluate students' perception of the module. A knowledge‐based quiz was also given to the 291 molecular biology students one week after the lecture to assess short‐term knowledge retention. Results show 75–100% of students felt that the module was easy to understand; 60–89% found it engaging and wanted similar modules available across a variety of topics and 60–65% felt well prepared for class. Molecular biology students who did the module and attended the lecture did significantly better on the knowledge quiz compared to students who either attended the lecture or completed the online module alone. Our study supports the notion that the use of interactive online modules to prepare students for active learning lectures creates a transformation from passive to active learning experiences where students are active participants in their own learning.Support or Funding InformationUniversity of Wollongong Educational Strategies Development FundThis abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.