TY - JOUR
T1 - Molecules and cells
T2 - 124th ASEE Annual Conference and Exposition
AU - Haase, Eileen
AU - Phan, Badoi Nguyen
AU - Goldberg, Harry R.
N1 - Funding Information:
We would like to thank the Johns Hopkins University Center for Educational Resources for their financial support through multiple Technology Fellowships to develop online resources for Molecules and Cells.
Publisher Copyright:
© American Society for Engineering Education, 2017.
PY - 2017/6/24
Y1 - 2017/6/24
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=85030550793&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85030550793&partnerID=8YFLogxK
M3 - Conference article
AN - SCOPUS:85030550793
SN - 2153-5965
VL - 2017-June
JO - ASEE Annual Conference and Exposition, Conference Proceedings
JF - ASEE Annual Conference and Exposition, Conference Proceedings
Y2 - 25 June 2017 through 28 June 2017
ER -