Abstract:

Active learning methods have been incorporated into the Biological Sciences program at Delaware State University, an 1890 Land Grant institution and a Historically Black College and University. Its student population is predominantly first-generation and underrepresented minority. In first- and second-year core courses, material is delivered primarily through online videos followed by in-class group work on problems using several different technology-mediated systems. In the third year, the Molecular Biology course uses a problem-based learning model of instruction. Course outcomes have been measured using successful course completion and student attitudes were determined through retrospective attitude surveys. This combination of measures indicate a mixed outcome for the introduction of active-learning methods. Marked attrition is seen in the first semester, followed by significant student success in all subsequent semesters. This suggests that there is an initial difficulty adjusting to this pedagogy followed by successful adaptation. Student attitudes showed positive changes in courses subsequent to the first semester. In particular, significant positive changes were seen in cognitive engagement. Taken together, these results indicate that particular attention needs to be directed to the impact unfamiliar active learning methods have on incoming first-year students and new ways for supporting this transition may need to be developed in order to get the greatest effect out of active learning methods.

Keywords:

Flipped Learning, Assessment, Student Attitudes.