Molecules and cells: Team-based and multi-modal learning improves comprehension and increases content retention

Eileen Haase, Badoi Nguyen Phan, Harry R. Goldberg

Research output: Contribution to journalConference articlepeer-review

Abstract

This is an Evidence-Based paper which describes the impact of a form of team based (TBL) and multi-modal learning on short and long term content retention in a biomedical engineering course. Our previous work has demonstrated that students have varied learning preferences: visual, aural, kinesthetic, and read/write, with almost two-thirds preferring a multimodal approach. TBL enables us to integrate these preferences into an effective student-centric learning environment. Students scored significantly higher on the team-based assessments (group readiness assessment test or gRAT exams) than on the individual readiness assessments (iRAT exams) demonstrating the effectiveness of team based collaborative learning. In addition to the short-term knowledge gain acquired through peer instruction, we also measured long-term retention of final exam material four months' post-final. On both the final exam and the four month post-final retest, students scored significantly higher on material taught through TBL. Thus, team based learning, which includes a combination of reading, writing, kinesthetic and aural methods of learning, demonstrated significant short-and long-term gains in content retention.

Original languageEnglish (US)
JournalASEE Annual Conference and Exposition, Conference Proceedings
Volume2017-June
StatePublished - Jun 24 2017
Event124th ASEE Annual Conference and Exposition - Columbus, United States
Duration: Jun 25 2017Jun 28 2017

ASJC Scopus subject areas

  • Engineering(all)

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