Mary Peat

Supporting Student Learning: The Use of Computer-Based Formative Assessment Modules.

This paper describes the development of a variety of computer–based assessment opportunities, both formative and summative, that are available to a large first year biology class at The University of Sydney. These materials include: weekly quizzes; a mock exam; quiz sections in tutorials; and special self–assessment modules (SAMs). The weekly quiz is password protected and secure but the remaining materials are available on–line from a Virtual Learning Environment (http://FYBio.bio.usyd.edu.au/VLE/L1/). Evaluations over a number of years of the use and usefulness of the formative assessment materials indicate that the student population is making significant use of materials and that these materials are helping students in their learning

Non-traditional interventions to stimulate discussion: the use of games and puzzles

There is substantial literature on the use of non-conventional approaches to promote learning, such as games and crosswords, but there has been little investigation into how useful students find them. This paper outlines the results of an investigation into whether first year biology students used card game discussions and crosswords provided to help them in their learning, and how useful these resources were perceived to be. The perceptions of teaching staff with respect to the resources were also evaluated. Use of the resources varied, with 81% using the curriculum-embedded ‘card game discussions’ and 54% using the non-compulsory crosswords. Students who used these resources found them of benefit to their learning, whilst those who did not use them indicated a preference for other learning resources. Staff perceived that the card game discussions were designed for active learning, integration of content and revision, but that the main use of crosswords was for revision, terminology and fun. The positive response of the majority of students about the usefulness of the learning opportunities encourages the development of further resources, but the fact that some students did not use the materials reminds academics that a variety of learning resources need to be available for students.

Managing quality improvement of eLearning in a large, campus‐based university

Purpose – This paper seeks to discuss the characteristics that shape a model to manage eLearning in a large, predominantly campus‐based university. It focuses on how such a model can provide a sustainable approach to supporting eLearning for more than 40,000 students while still managing basic quality assurance for the University executive and the individual disciplinary needs of faculties.Design/methodology/approach – Prior research and theoretical issues related to a generalised course development and teaching process are discussed followed by an analysis of a case‐study from a large metropolitan Australian university. The case‐study illustrates key aspects of the management model providing insights into how staff are empowered and supported to develop meaningful eLearning resources for students, how quality improvement is managed, and how organizational learning takes place.Findings – Following the analysis of how key aspects of the model relate to the university discussed in the case study, several ch...

Re-engineering of undergraduate science curricula to emphasise development of lifelong learning skills

It is increasingly important in the twenty‐first century for graduates to be able to take their place in the changing world scene and to be adaptable and creative within the organisation that employs them. This paper describes some of the initiatives introduced into the curriculum of a first‐year science course, taken by 1300 students at the University of Sydney, that are designed to help students develop the attributes required of a professional scientist. Comprehensive online resources have been developed to facilitate independent study, and synchronous and asynchronous communications, and these are delivered via a virtual learning environment. We have enhanced students’ oral and written communication skills by using real work experiences, and developed teamwork activities within the context of the curriculum.

Traditional versus Computer-Based Dissections in Enhancing Learning in a Tertiary Setting: A Student Perspective.

This paper describes a study investigating both the use and usefulness of laboratory dissections and computer-based dissections, in a tertiary, first-year human biology course. In addition student attitudes to dissection were investigated. Data were collected from enrolled students using quantitative and qualitative survey instruments. Students were questioned about their usage and perceptions of the usefulness of there sources provided, and their attitudes towards the use of dissections for learning in human biology. The real dissection was used as a learning resource by 80% of the student cohort while only 15% used the computer-based dissection material. In addition 5% of students reported that they did not use either the realdissection material or the computer-based dissection. Of those students who did use the computer-based dissection, two thirds of them found it useful for learning both structure and function of body systems. Of those students who used the real dissection, 72% found it useful for learning structure but only 62% found that it helped in learning function. Of the entire cohort surveyed, 90% agreed that biology students should dissect ananimal to help learn about anatomy. These outcomes reinforce the need to offer a variety of learning experiences that target different styles of learning.

The role of information technology in biology education: an Australian perspective

The potential use of IT in secondary biology teaching is enormous, although it is a huge undertaking and fairly daunting to newcomers. Computer learning packages and the web can offer a variety of opportunities for learning, ranging from non-interactive content provision to highly interactive student-centred learning experiences. The learning materials in use in New South Wales (NSW) schools include information web sites, computer learning packages as tutorial or revision material, computer learning packages made by the students, virtual field trips, simulations, and virtual laboratories. In addition, students and teachers are using the web for communicating amongst themselves via email, newsgroups and discussion lists, videoconferencing for both local and global communications, and telecollaborative projects. This article will focus on materials used in student learning, and on the forms of electronic communication in use within the school system. A list of resources is provided.

Understanding protein synthesis: an interactive card game discussion

Protein synthesis is a complex process and students find it difficult to understand. This article describes an interactive discussion ‘game’ used by first year biology students at the University of Sydney. The students, in small groups, use the game in which the processes of protein synthesis are actioned by the students during a practical session. The components of the game use very simple materials that are relatively inexpensive and easy to make.

Virtual versus real : an argument-for maintaining diversity in the learning environment

One of the debates within science teaching is the appropriate use of diverse materials to enhance the learning experiences. Significant amounts of time were set aside within curricula for relevant practical experiences but these are now often being replaced by alternative activities. In the biology context, practical experiences have included dissections, drawings, microscopy, experimentation and discussions. For many reasons, an increasing number of students these days are disinclined to handle biological materials, whilst financial cutbacks are making their provision more difficult, which makes teaching the discipline increasingly difficult. This paper discusses how first year biology students at The University of Sydney use a variety of virtual resources to provide a stimulating learning environment in an atmosphere of dwindling resources. Our research shows that students find both real and virtual materials useful in supporting their learning, illustrating the value of offering a diverse range of materials.