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Getting Under the Hood: How and for Whom Does Increasing Course Structure Work?

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Eddy, Sarah L., Hogan, Kelly A.·2014·CBE—Life Sciences Education

DOI 10.1187/cbe.14-03-0050PMC PMC4152207

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Abstract

At the college level, the effectiveness of active-learning interventions is typically measured at the broadest scales: the achievement or retention of all students in a course. Coarse-grained measures like these cannot inform instructors about an intervention's relative effectiveness for the different student populations in their classrooms or about the proximate factors responsible for the observed changes in student achievement. In this study, we disaggregate student data by racial/ethnic groups and first-generation status to identify whether a particular intervention-increased course structure-works better for particular populations of students. We also explore possible factors that may mediate the observed changes in student achievement. We found that a "moderate-structure" intervention increased course performance for all student populations, but worked disproportionately well for black students-halving the black-white achievement gap-and first-generation students-closing the achievement gap with continuing-generation students. We also found that students consistently reported completing the assigned readings more frequently, spending more time studying for class, and feeling an increased sense of community in the moderate-structure course. These changes imply that increased course structure improves student achievement at least partially through increasing student use of distributed learning and creating a more interdependent classroom community.

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“Specifically, empirical research indicates that CUREs are more effective in fostering student learning than transmittal lecture models (Ambrose et al., 2010; Dolan, 2015; Eddy & Hogan, 2014; Freeman et al., 2014; Haak et al., 2011; Prince, 2004).”
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LA ALINEACIÓN DE LA PRÁCTICA CON LA POLÍTICA INVESTIGATIVA COMO VÍA DE CAMBIO CULTURAL PARA RECONOCER Y POTENCIAR LA ENSEÑANZA EN LAS UNIVERSIDADES
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“Throughout this study, the target course was taught utilizing a high-structure active learning format (see Eddy & Hogan, 2014; Theobald et al., 2020).”
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“…and persistence (Bledsoe and Baskin, 2014; Eddy et al., 2015a,b; Broeckelman-Post et al., 2016; Cooper and Brownell, 2016; Cooper et al., 2018), though its levels may differ based on genders (Eddy and Brownell, 2016), ethnicities (Eddy and Hogan, 2014), or courses (Ackerman et al., 2013) etc.”
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“Faculty’s instructional practices at the discipline-level are yet another important factor, particularly in improving engagement, self-efficacy, performance, and degree attainment among Hispanic students (Eddy & Hogan, 2014).”
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“Researchers have found that structure can close achievement gaps for some groups (Eddy and Hogan 2014) and have provided specific recommendations on how to improve course structure to provide equitable experiences for students (Eddy and Hogan 2014; Hogan and Sathy 2022).”
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“…intentionally incorporates components of deeply empathetic, relationship building pedagogy (Dewsbury and Brame, 2019), high course structure (Eddy and Hogan, 2014; Freeman et al., 2014), promotion of student metacognition (Tanner, 2012; McGuire, 2015), and liberal use of teaching strategies…”
Background
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Bhatti, H. A. (2023) · EdArXiv (OSF Preprints) · doi:10.35542/osf.io/6bdf4
Un format de cours structuré améliore la performance globale en biologie cellulaire mais ne réduit pas l’échec à l’examen final
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BackgroundInfluential
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“High-structure courses are defined as those that include (1) one or more weekly graded assignments due before class, (2) significant amounts of active learning during class, and (3) one or more weekly graded review quizzes due after class (Eddy & Ho- gan, 2014).”
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“…instruction include enhanced student performance, improved affect, decreased failure rates, and development of conceptual understanding and scientific thinking skills (Ballen et al., 2017; Eddy & Hogan, 2014; Crouch & Mazur, 2001; Freeman et al., 2014; Haak et al., 2011; Theobald et al., 2020).”
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Authors: Eddy, S. L., & Hogan, K. A.
Affiliations: University of Washington (US)
University of North Carolina at Chapel Hill (US)
Corresponding author: Hogan, Kelly A.
ORCID: Eddy, Sarah L.
Hogan, Kelly A.
Venue: CBE—Life Sciences Education
Publisher: American Society for Cell Biology (ASCB)
Published: 2014-09
Volume: 13
Issue: 3
Pages: 453-468
ISSN: 1931-7913 (ISSN-L)
DOI: 10.1187/cbe.14-03-0050
PMC: PMC4152207
OpenAlex: W2096648490
Cited by: 553
References: 72
Citations by year: 2026: 30 · 2025: 49 · 2024: 71 · 2023: 38 · 2022: 54 · 2021: 67 · 2020: 67 · 2019: 53 · 2018: 40 · 2017: 35 · 2016: 31 · 2015: 14 · 2014: 3
FWCI: 142.29
Type: journal article
Language: en
Open access: hybrid
doi.org
Licence: cc-by-nc-sa
Locations: CBE—Life Sciences Education (publishedVersion, cc-by-nc-sa)
PubMed Central (publishedVersion, cc-by-nc-sa)
PubMed (publishedVersion)
Carolina Digital Repository (University of North Carolina at Chapel Hill) (submittedVersion)
UNC Libraries
Funders: National Science Foundation (1118890, 0942215)
Topics: Social Sciences › Education › Innovative Teaching Methods
Social Sciences › Education › Higher Education Research Studies
Social Sciences › Education › Evaluation of Teaching Practices
Keywords: course structure, active learning, academic performance, racial and ethnic disparities, first-generation college students, Black-White achievement gap, distributed learning, classroom community, student study time, higher education
MeSH terms: Behavior, Curriculum, Educational Measurement, Ethnicity, Female, Humans, Male, Perception, Regression Analysis, Students, Time Factors, Universities, Problem-Based Learning, Racial Groups

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Getting Under the Hood: How and for Whom Does Increasing Course Structure Work?

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