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Using Online Lectures to Make Time for Active Learning
Open accessAbstract
To make time in class for group activities devoted to critical thinking, we integrated a series of short online lectures into the homework assignments of a large, introductory biology course at a research university. The majority of students viewed the online lectures before coming to class and reported that the online lectures helped them to complete the in-class activity and did not increase the amount of time they devoted to the course. In addition, students who viewed the online lecture performed better on clicker questions designed to test lower-order cognitive skills. The in-class activities then gave the students practice analyzing the information in groups and provided the instructor with feedback about the students’ understanding of the material. On the basis of the results of this study, we support creating hybrid course models that allow students to learn the fundamental information outside of class time, thereby creating time during the class period to be dedicated toward the conceptual understanding of the material.
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“As an alternative to hands on tutorials, virtual laboratory simulations (vLAB) represent an exciting new way of preparing students for hands on exercises, such as laboratory work [7][8][9]”
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Cited by
The use of flipped classrooms in higher education: A scoping review
O'Flaherty, J., & Phillips, C. (2015) · The Internet and Higher Education · doi:10.1016/j.iheduc.2015.02.002 · Cited by 2,152
Makransky, G., Thisgaard, M. W., & Gadegaard, H. (2016) · PLOS ONE · doi:10.1371/journal.pone.0155895 · Cited by 212
Metadata
- Authors
- Prunuske, A. J., Batzli, J., Howell, E., & Miller, S.
- Affiliations
- University of Minnesota, Duluth (US)
- Biology Core Curriculum
- Department of Landscape Architecture, and
- University of Wisconsin–Madison (US)
- Corresponding author
- Prunuske, Amy J
- Venue
- Genetics
- Publisher
- Oxford University Press (OUP)
- Published
- 2012-09-01
- Volume
- 192
- Issue
- 1
- Pages
- 67-72
- ISSN
- 0016-6731 (ISSN-L)
- 1943-2631
- PMC
- PMC3430546
- OpenAlex
- W1999453542
- Cited by
- 71
- References
- 1
- Citations by year
- 2026: 1 · 2025: 1 · 2024: 2 · 2023: 4 · 2022: 4 · 2021: 3 · 2020: 6 · 2019: 5 · 2018: 9 · 2017: 8 · 2016: 11 · 2015: 8 · 2014: 8 · 2013: 1
- FWCI
- 24.90
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Licence
- academic.oup.com/journals/pages/open_access/funder_policies/chorus/standard_publication_model (vor)
- Locations
- Genetics (publishedVersion)
- Europe PMC (PubMed Central) (publishedVersion)
- PubMed Central (publishedVersion)
- PubMed (publishedVersion)
- Funders
- Howard Hughes Medical Institute
- Topics
- Social Sciences › Education › Innovative Teaching Methods
- Social Sciences › Education › Online and Blended Learning
- Social Sciences › Education › Innovations in Educational Methods
- Keywords
- online lectures, active learning, introductory biology, critical thinking, group activities, clicker questions, homework, conceptual understanding, student perceptions, instructor feedback
- MeSH terms
- Biology, Educational Measurement, Humans, Online Systems, Students, Universities, Problem-Based Learning, Internet
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
