PARENT SESSION
Oral Session #68: Ecological Education -- Research and Theory.
Presiding: L. Mueller
Wednesday, August 7. 1:00 PM to 4:45 PM. Grand Ballroom West, Radisson.
Do online materials enhance student learning of photosynthesis?: A case study from a resource development project.
Batzli, Janet*,1, Heidemann, Merle1, Kirschtel, David2, McGroarty, Estelle1, Merrill, John1, Parker, Joyce1, Smith, James1, Ebert-May, Diane1, 1 Michigan State University, East Lansing, MI2 University of Washington, Seattle, WA
ABSTRACT- In recent years, the development of online instructional resources has expanded the potential for curricular innovations. The College of Natural Science at Michigan State University developed First Year Online (FYOL) in biology to enhance traditional course instruction. The intent was not to produce a comprehensive online course but to provide course enhancements that fit into three categories: 1.) concepts that are prone to student misconception as identified from the literature or direct assessment data and/ or that are difficult for students to comprehend, 2.) concepts of scale that are abstract or difficult to visualize (i.e. molecules to ecosystem) or require manipulation to make connections, 3.) assessment opportunities for students to test their understanding and receive immediate feedback. FYOL development utilized six guiding educational principles; 1. Convey "Big Ideas" 2. Knowledge is constructed, 3. Assessment Guides Instruction, 4. Use Active/ Relevant/ Engaging Activities, 5. Use Multiple Representations, and 6. Discourse is Essential to Learning. Development of FYOL was driven by student user testing where student understanding, misconceptions and input were built into an iterative instructional design strategy. As a case study, we present examples of online materials designed to help students answer the question "How do plants grow and gain biomass?" We know from pretest data that up to 83% of students enrolled in a 100-level Cell and Molecular Biology course at MSU respond that plants gain biomass via uptake of substances through roots or direct conversion of solar radiation to biomass. We present results evaluating the impact of two redesigned courses utilizing FYOL resources on student learning of photosynthesis. Data include those obtained through student interviews and observations, pre- to posttest assessments, and computer-based resource utilization/performance. Outcomes of student learning are compared with those from previous semesters where FYOL was not utilized.
KEY WORDS: education, research, instructional, technology