Article

Online Preparation Resources Help First Year Students to Benefit from Practical Classes

Authors:
To read the full-text of this research, you can request a copy directly from the authors.

Abstract

Practical skills are important for the employability of biosciences graduates; however, first year science undergraduates often struggle to adapt to university practical classes, affecting skills development and decreasing their enthusiasm for laboratory work. This study describes the effects of introducing online multimedia practical support resources on biochemistry and biological sciences on first year student performance, and investigates student usage and student opinion of the value of these resources. In total, 391 students used these resources over a three-period. Information was collated on their completion of preparation tasks and module performance. Student opinion was sought using questionnaires with opportunity for free comment. Engagement with preparation tasks affected student performance in practical modules. Student’s t-tests showed a significant difference between the performances of highly engaged, engaged and poorly engaged students, with higher engagement leading to improved performance. Student opinion was sought twice, in 2010–11 and 2012–13. Resources were well used, and students found the resources helpful in understanding the theoretical basis of practical work and how to undertake experiments; they enjoyed practical classes and felt that the preparation resources increased their confidence. Multimedia practical preparation resources are valuable in helping students to manage the transition from school to university practical work in biosciences.

No full-text available

Request Full-text Paper PDF

To read the full-text of this research,
you can request a copy directly from the authors.

... Staff needed to rapidly shift to online alternatives, defer or cancel labs [54], and impacts rippled through the years as each 'COVID cohort' had uniquely disrupted learning, assessment and social experiences [55]. Minimal practical experience means students arrive lacking in lab confidence, inhibiting their enjoyment and learning, although this can be mitigated by pre-lab preparatory activities [12]. ...
... These stressors can inhibit student enjoyment and learning in labs [12]. ...
... The qualitative methods revealed issues of students' anxieties [52] and the wide disparity of prior lab experience [53], restricting their ability or willingness to prepare for, engage with and learn from these sessions. Staff recognised these were perennial, even increasing challenges, but addressed them with communication and human connection: by providing resources and information as clearly as possible, including online for asynchronous preparation [12], and encouraging reassuring dialogues with students. ...
Article
Full-text available
Teaching laboratory practical sessions are major components of undergraduate bioscience curricula, but research into staff perceptions and intentions across institutions in this context is lacking. This study describes a mixed‐methods study using questionnaires and follow‐up interviews to explore staff perceptions of their goals for UK bioscience teaching labs, the extent to which they incorporate student inquiry, and challenges encountered with these sessions. The findings show that staff aim for strong lecture connections, applying taught theory to actively develop students’ technical and data handling skills. They value teaching labs as opportunities for authentic contact through hands‐on learning with scientific equipment and human connection with staff and other students. Student inquiry (e.g. experimental design decisions) was present in individual elements of teaching labs but not deeply embedded. Staff participants saw teaching labs as first steps to scientific inquiry, often intending to adopt more inquiry activities, but were concerned about time investment and student readiness, especially for early‐year students. Staff who used more inquiry showed stronger goal focus on scientific reasoning, research experience and collaboration. Staff enjoy teaching labs and consider them meaningful learning experiences. Time and budget limitations were more constraining than sense of agency, but overriding challenges were student lab anxieties, and finding ways to increase their confidence and preparation for these sessions. These findings construct a picture of teaching labs perceptions across UK institutions, and could facilitate reflection, discussion and further research on the goals and impact of these prevalent but resource‐intensive sessions on training the next generation.
... There are different tests which can be used to detect carbohydrates, proteins, and lipids. They involve adding a reagent to a food sample which changes color depending on what biological molecules are present (Whittle & Bickerdike, 2015). Sometimes it may be necessary to crush the food or add water to the food, as done in this experiment, before adding the reagent. ...
... Sometimes it may be necessary to crush the food or add water to the food before adding the reagent (Vats, 2014). According to Whittle and Bickerdike (2015), carbohydrates include starch, which is made of glucose and reducing sugars are the compounds, which provide energy to living cells. Reducing sugar is defined as "the sugar contains aldehyde groups that are oxidized to carboxylic acids" (Vats, 2014). ...
... In testing for the presence of starch, color is obtained as a result of a characteristic chemical reaction between the iodine and starch molecules. If no blue-black color is observed, then this would have been a negative test meaning no starch is present (Whittle & Bickerdike, 2015). Another test is done for reducing sugars. ...
... Multiple contributing factors have been suggested-the high intrinsic cognitive load associated with the terminology, large volume of information, and complexity of material (Leppink and van den Heuvel, 2015) combined with the emotionally confronting aspect of the human cadaveric experience (Horne et al., 1990;Hancock et al., 1998). Furthermore, the positioning of anatomy in the first or second year of the program corresponds to an already difficult time whereby students may be faced with the additional challenges of developing self-regulation skills and adapting study strategies to suit tertiary expectations (Whittle and Bickerdike, 2015;Bruno et al., 2016). Students are encouraged to be active during practical classes, to encourage engagement and retention of knowledge (Prince, 2004) and to enable them to construct their knowledge (Biggs and Tang, 2011). ...
... Students are encouraged to be active during practical classes, to encourage engagement and retention of knowledge (Prince, 2004) and to enable them to construct their knowledge (Biggs and Tang, 2011). However, many first-year university students lack confidence in the practical setting and struggle to adapt to the new learning situation (Whittle and Bickerdike, 2015). ...
... The use of online instructional resources as preparation tools for undergraduate science practical classes has been shown to improve student self-efficacy, student engagement during class, and academic performance (Ernst et al., 2012;Whittle and Bickerdike, 2015). The provision of instructional anatomy dissection videos to first-year medical students has resulted in either no change (Saxena et al., 2008;Mahmud et al., 2011;Choi-Lundberg et al., 2016) or a small improvement in overall cohort examination performance, as compared to a historical control cohort (Topping, 2014). ...
Article
Allied health professionals concur that a sound knowledge of practical gross anatomy is vital for the clinician, however, human anatomy courses in allied health programs have been identified as high-risk for attrition and failure. While anatomists and clinicians agree that learning anatomy via human cadaveric instruction is the preferred method, students vary in their reaction to the cadaveric learning experience and have differing levels of anatomy self-efficacy. This study investigated whether student self-efficacy had an effect on student usage of supplemental instructional videos and whether the use of videos had an impact on student self-efficacy and/or learning. Anatomy self-efficacy differed based on gender and prior performance. Student usage of the videos varied widely and students with lower self-efficacy were more inclined to use the resources. The provision of the videos did not improve overall cohort performance as compared to a historical cohort, however, those students that accessed all video sets experienced a greater normalized learning gain compared to students that used none or one of the four sets of videos. Student reports and usage patterns indicate that the videos were primarily used for practical class preparation and revision. Potentially, the videos represent a passive mode of teaching whereas active learning has been demonstrated to result in greater learning gains. Adapting the videos into interactive tutorials which will provide opportunity for feedback and the development of students' self-evaluation may be more appropriate. Anat Sci Educ. © 2017 American Association of Anatomists.
... Pre-practical resources have been successful in increasing student preparedness and confidence regarding practical work in a number of different institutions (Cann, 2014;Jones & Edwards, 2010;Whittle & Bickerdike, 2014). These resources are usually produced by academic staff for use by students, and typically consist of short videos, quizzes or short exercises to be completed before the practical, hosted on the course Virtual Learning Environment (VLE). ...
... This would give all students who felt the need for more background an introduction to the techniques involved in the class, and a better sense of the goals. This might increase confidence, reduce stress levels and also reduce the amount of time spent waiting for help with simple operational tasks within the class itself, thus helping students to use the time in the laboratory more effectively (Cann, 2014;Jones & Edwards, 2010;Whittle & Bickerdike, 2014). Pre-practical resources have also been shown to increase student confidence with practical work (Whittle & Bickerdike, 2014). ...
... This might increase confidence, reduce stress levels and also reduce the amount of time spent waiting for help with simple operational tasks within the class itself, thus helping students to use the time in the laboratory more effectively (Cann, 2014;Jones & Edwards, 2010;Whittle & Bickerdike, 2014). Pre-practical resources have also been shown to increase student confidence with practical work (Whittle & Bickerdike, 2014). However, pre-practical resources alone would not tackle the problems some students experience with calculations and post-laboratory work, suggesting that additional consolidatory resources may be required. ...
Article
Full-text available
Undergraduate students are increasingly working with academic staff to evaluate and design teaching materials in Higher Education, thereby moving from being passive consumers of knowledge to genuine partners in their education. Here we describe a student partnership project run at the University of Cambridge, which aimed to improve undergraduate biology practical class teaching. Student interns were recruited to act as researchers, pedagogical consultants and producers of teaching resources. Research by the interns revealed that students with limited practical experience at high-school level tended to have lower confidence and more negative responses to first-year university practical classes than peers with more experience. Interns and academics therefore redesigned the workflow for practicals to include online pre- and post-practical tutorials to support understanding and consolidation of laboratory-based material, which included student-produced quizzes and videos. We reflect on the process of building the partnership, and explore the value of partnership approaches in Higher Education.
... Students reported via an online questionnaire that this style of quiz helped them learn from their mistakes, and that the quizzes helped boost understanding and confidence. Similarly, in a questionnaire-based study by Whittle and Bickerdike (2015), 85% of students reported increased confidence, and 90% of students thought they better understood the theory after completing a preparatory quiz. Interviews with students following the introduction of a quiz-based pre-laboratory task focusing on background and contextual information indicated that quizzes lead to students feeling better prepared and engaged (Mercer-Chalmers, Goodfellow, & Price, 2004). ...
... A fiveoption Likert scale was used: strongly disagree, disagree, neutral, agree and strongly agree. The Likert and open response questions were adapted from, or inspired by, those in previous studies (Chittleborough et al., 2007;Dalgarno et al., 2009;Gregory & Di Trapani, 2012;Szteinberg & Weaver, 2013;Whittle & Bickerdike, 2015). ...
Article
Pre-laboratory exercises may help reduce cognitive load in the laboratory, boost confidence, develop theoretical understanding and skills, and improve grades on assessment tasks. This study compared pre-laboratory activities at two institutions, Go8-1 and Go8-2, to evaluate which attributes of pre-laboratory activities were perceived by students to best prepare them for laboratory classes. Students were surveyed towards the end of their laboratory course, and were asked a series of Likert-style and open response questions. Factor analysis was used to construct three scales, incorporating items relating to performance and understanding, items relating to affective and personal laboratory experience, and items relating to requiring support with laboratory equipment. No difference between cohorts was observed between the two institutions regarding requiring support with equipment. While Go8-1 students rated performance and understanding more highly than Go8-2 students, the opposite result was observed for affective and personal factors. The factor analysis results and responses to the open response questions indicated that students felt most prepared for laboratory exercises when the pre-class activities touched upon all aspects of the laboratory class. It is recommended that quizzes and video be used in pre-laboratory activities, with these resources covering theory, aims, methods, calculations and data analysis.
... Online education provides teachers and students with off-site teaching, and anyone can independently choose to receive the educational information they need and obtain the teaching content they need at any time (Yao et al., 2021). In the learning process, students can give full play to their autonomy and initiative, and independently determine the content, time and place of learning (Whittle and Bickerdike, 2015). ...
Article
Based on the current situation of low motivation and poor teaching effectiveness of college students in modern online education environment, a multi-faceted and multi-dimensional analysis of its causes was conducted. The results of the analysis show that students' low motivation is mainly influenced by the low importance of family, the lack of strict management by teachers and the low interest of online education. In view of the above reasons, this paper provides mobilization strategies for improving college students' motivation through four directions: student awareness cultivation, teaching mechanism improvement, teaching mode innovation and driven teaching activities, and further promotes the development of college students' continuous learning motivation under online education.
... Then, they read all studies to apply the inclusion criteria (e.g., handing a biology topic within web-based learning environment, focusing on understanding and achievement as learning outcomes, and publication language-Turkish and English). Hence, the authors excluded 88 studies with different dependent variables (e.g., attitude, perception, awareness, motivation and skills-i.e., collaborative skills, science process skills, and social skills) (for example, Dyrberg et al., 2017;Ilma et al., 2022;Rao & Saha, 2019;Whittle & Bickerdike, 2015), Later, they looked over statistical data of each study to calculate any effect-size(s). Hence, they excluded three studies, which lacked sufficient data (e.g., mean, standard deviation, sample size, paired p-value, or paired t-value) for meta-analysis or only presented limited descriptive statistical results (e.g., frequency and percentage). ...
Article
Full-text available
The purpose of this study was to investigate the effectiveness of web-based biology learning environment in improving academic performance via a meta-analysis. In looking for the studies on web-based biology learning environment, several keyword patterns from the abstracts (e.g., Pattern 1: web-based learning and biology education) were recruited in well-known databases (e.g., ERIC, EBSCO, Springer Link). Finally, 22 papers were apparent for the current meta-analysis examining the effect of web-based biology learning environment on academic performance. All statistical data from the studies were initially inserted into an Excel sheet and then imported into comprehensive meta-analysis (CMA) statistics software to calculate Hedges' g values. The overall effect-size of web-based biology learning environment pointed to a medium effect. Also, it was found that the educational level and type of experimental design, as moderator variables, did not positively affect the students' academic performance along with web-based biology learning environment. In light of the findings, it can be concluded that web-based biology learning environment is somewhat effective at improving the students' academic performance. The current study recommends that further studies should be undertaken to deepen the implementation processes of the studies with extreme values and explore what makes them unique.
... It also makes students manipulate and observe variables, objects, and processes. They can also understand the relationship between discovery, science theory, and empirical evidence (Vincenti et al., 2014;Whittle & Bickerdike, 2015;Hotaling et al., 2018). ...
Article
Full-text available
Practicum is an essential part of the student learning process. It promotes strengthening scientific process skills to students. On the other hand, limited access in experiencing hands-on activities requires serious attention due to the characteristics of a distance education system that restrains face-to-face activities in student learning. For this reason, a virtual lab is necessary to meet the needs of students to comprehend the functions of scientific actions while their learning. The paper will discuss the role of a virtual lab in the Biology practicum in Universitas Terbuka (UT). This paper is a meta-analysis study involving preliminary data of UT students who attended biology practicum courses during the Covid-19 pandemic. The research recommends using the virtual Lab to advance biological knowledge in biology practicum and Virtual Reality as suitable for urogenital system material. The use of 3D simulation in Virtual Reality should provide an exciting and meaningful learning experience for students.
... For long-term benefits to be obtained from hands-on laboratory experiences, students must be theoretically and procedurally prepared (Gregory & Di Trapani, 2012). Previous research suggests that students do not prepare well for laboratory work (e.g., Ealy & Pickering, 1992;Jones & Edwards, 2010;Pogacnik & Cigic, 2006;Whittle & Bickerdike, 2015). Jones and Edwards (2010) reported that only 15% of undergraduate biology students (n=128) did substantial preparation, while 85% did some or no preparation. ...
Presentation
Full-text available
The purpose of this study was to investigate the effectiveness of an online virtual lab as a learning tool to prepare allied health students for face-to-face laboratory sessions. Both qualitative and quantitative data were collected from 64 university students (55 females, 9 males) and analyzed to assess attitudes towards the virtual lab. Students reported that the virtual lab made skill acquisition easier and faster, helped them prepare for hands-on laboratory sessions, and was a tool they would use again. The key benefits of the virtual lab was that it enabled students to visualize procedures and reactions outside of the traditional laboratory setting. Student visualization enhanced preparedness and performance in the laboratory environment.
... The students felt more prepared for the lab after completing the online tasks than when reading the lab instructions before the lab sessions. Several studies report that students enjoy the laboratory sessions and can learn at their own pace and that they prefer the flipped classroom over traditional approaches (Chittleborough et al., 2007;Mutch-Jones et al., 2021;Whittle & Bickerdike, 2015). Online prelab quizzes have the added benefit of providing real-time formative feedback to students prior to the laboratory sessions. ...
Article
Full-text available
In STEM (science, technology, engineering and mathematics) courses, undergraduate laboratory classes are vital for students to develop competencies such as critical observation, collaboration, critical thinking, technical and problem-solving skills. Thus, for students to successfully acquire these competencies, preparation for laboratory classes is essential. This study aimed to explore the students' performance and perceptions of online pre-laboratory videos and quizzes in undergraduate food science and technology. Quantitative data on student usage statistics of the videos, student performance in online quizzes and practical reports scores and student perceptions were analysed to provide a detailed perspective of the course. The students' performance was above 60% in all pre-lab quizzes for both the 2018 and 2019 cohorts. The average pre-lab video views were higher in the 2019 cohorts compared to the 2018 cohort. The majority of the students felt that the topics were well explained in the videos (M = 4.25 ± 0.84) and it was easy to learn from the videos (M =4.31 ± 0.76). In terms of students perceptions, a strong positive correlations were found between course organisation and motivation and self-efficacy (r = 0.86, p < 0.05); course engagement and motivation and self-efficacy (r = 0.82, p < 0.05). The strongest positive correlation was between course organisation and online engagement (r = 0.95, p < 0.05). The results of this study suggest that the introduction of multimodal/digital preparation resources (pre-lab videos and online quizzes) was positively received and benefited the students. Students have engaged enthusiastically with these resources and completed the majority of the tasks set. These findings will further expand research directed towards student perception of the lab experience and aid in the adaptation of food science and technology curriculums to accommodate both student and university needs.
... Mayrberger and Linke [121] found that social networks could positively change a student's participation rate in online and face-to-face learning environments. Whittle and Bickerdike [122] found out that first-year science students' orientation helped them to socialize on social media networks, which ultimately helped them to benefit from practical work. Preservice science teachers met their classmates before the pandemic face-to-face, which helped them to socialize in social media environments, and which ultimately enhanced their academic performance when blended learning was introduced during the COVID-19 pandemic. ...
Article
Full-text available
Higher education has been shifted toward blended learning during the COVID-19 pandemic. An increase in social media usage intensity and reduced face-to-face interaction due to the COVID-19 pandemic urged instructional communication researchers to revisit the dynamics of learners’ group development in terms of their socialization and academic performance during the COVID-19 crisis. This research aimed to determine the mediating role of social media sociability between face-to-face socialization and academic performance of higher education students in blended learning environments during the COVID-19 pandemic. It was also the aim of the study to determine the moderating effect of social media usage intensity on social media sociability. A cross-sectional survey was conducted with the students (n = 340) enrolled in science teacher education departments of universities in Pakistan. Partial least squares structural equation modeling (PLS-SEM) was used for multivariate analysis. Results revealed that face-to-face socialization gave an essential start to develop a learning group. However, when face-to-face socialization was reduced due to the COVID-19 pandemic, it was mediated by social media usage in blended learning environments to increase their socialization and academic performance during the crisis. The findings of the study are useful for higher education institutions to adopt social media strategies for students’ socialization during the crisis.
... It is hypothesized that more preparation will result in less cognitive overload in the lab and thus allow students to focus more on understanding the experiment (Johnstone, 1997;Sweller et al., 1998). Better understanding can be readily obtained by handing out slides, videos, questions, and tests prior to the lab session(s) (Nadelson et al., 2015;Pogacnik and Cigic, 2006;Whittle and Bickerdike, 2015). A more modern method of preparing students for the lab is to use computer modules: a so-called pre-lab module. ...
Article
Full-text available
Lab activities are characteristic of life science education. In the current study, we investigate whether pre-lab modules can improve students’ understanding of the theories and experimental procedures associated with lab activities. Such effects were studied in context of an expository lab on gene mapping in biology undergraduate education. An experimental group of 126 students had access to an online pre-lab module to prepare for the lab activity; a control group of 90 students did not have access to this pre-lab module. The data revealed that students who studied the pre-lab module had a better understanding of the gene mapping theory, at the onset of the class, when compared with the control group. Additionally, these students appeared to ask fewer questions on what needed to be done in the lab, suggesting more awareness of the experimental procedure. Further, students who studied the online pre-lab module showed greater understanding of the theory in their lab reports. These findings suggest that students’ understanding of background theory and its relation to practice can readily be improved by enriching existing expository labs with pre-lab modules that contain information and questions on the complex conceptual information relevant to the lab experiment.
... Previous research concludes that it's an unknown pre-practicum method that is ideal for students, it depends on students itself (Rollnick et al., 2001). However, other studies have found that online quizzing makes students prepare before class (Marcell, 2008;Whittle & Bickerdike, 2015;Dobson, 2008). Therefore, this study will use online quizzes as a pre-practicum activity. ...
... There are several great examples of well-developed undergraduate courses that include a research project (2; reviewed by 3,4) One challenge is how to ensure that students are prepared for lab. There is a variety of techniques that are shown to improve student preparation for their science labs including integrating a discussion of lab techniques during lecture (5,6), online pre-lab tests or quizzes (7,8), so-called "entry ticket" lab assignments (9), mandatory pre-lab training activities (10), and instructional videos (11). While all of these are effective, they all require advanced preparation and can take a lot of an instructor's time. ...
Article
Full-text available
With the publishing of the Vision and Change report, we know it is best practice to include authentic research experiences in our undergraduate science lab classes. One big challenge in teaching so-called "wet lab" classes is figuring out a way to make sure students come to lab prepared to successfully complete their experiments. Molecular biology protocols are particularly challenging as they are typically long, detailed, and have multiple steps to complete. The most successful teaching practice I have tried is having students prepare for lab by hand-drawing flowcharts of the lab protocols. Drawing is a proven way to increase scientific understanding and requires students to engage with the lab materials before class. These flowcharts are due when students walk in to lab and more importantly, students use their flowcharts during lab. This teaching tool is easy to teach to students, simple to assess, and does not rely on any pre-existing knowledge of molecular biology or artistic skill. I have had great success using flowcharts as a teaching tool in both upper division and lower division classes as well as with both life science major and non-major students. Flowcharts have many potential applications beyond undergraduate "wet lab" classes including discussion courses and graduate research projects.
... In continuous learning and over a long period time, it is necessary to provide theoretical debriefing about the use of the virtual lab [40], [44]. If the preparation stage is not performed well, Virtual lab will not produce benefits [45], [46]. In other studies, the impossibility of real research, which does not allow students to fully develop practical skills, such as the use of measuring instruments, how they are connected, measurement of physical quantities, and mastery of experimental methods [47]- [49]. ...
Conference Paper
One of the innovations which has a major impact on education in the era of industrial revolution 4.0 is virtual laboratory. Virtual lab accommodates practical education with all limitations that exist, like tools and materials of practical equipment in schools which isn’t in line with the current technology. Although virtual laboratories have been realized as a supporting tool in learning process, their applications in vocational education have not been extensively explored yet. With the learning characteristics of the vocational which are a fairly large proportion of practical compared to theoretical activities. This paper reviews the latest developments of virtual labs to gain insight into the various virtual laboratories that may relevant to vocational education. This study used a systematic literature review of selected research papers based on relevant keywords of the virtual lab in vocational education. Insights from the papers reviewed subsequently were developed to elaborate on the use of a virtual lab to be applied in vocational education. Practical learning in vocational education with a virtual lab becomes more flexible without limited space and time. In terms of financing, the development of a virtual lab doesn’t require a large amount of investment if compared with actual laboratory development. For a long period of implementation, there must be added a basic learning process before used, the user has to get experience-based learning first that emphasizes the role of active experience and student involvement. The virtual lab can be applied to practical learning in vocational education, for example in the field of mechanical engineering it can be applied in learning to maintain fuel systems on the engine, with characteristics in the form of procedural steps. The virtual lab can be applied to facilitate students in the learning process so the learning efficiency can increase significantly.
... On implementing pre-class assignments with associated assessed quizzes, they found the quiz completion rate to be 98.8%. These results confirm the findings of Whittle and Bickerdike (2015) who investigated the effects of introducing online pre-lab material at the University of Leeds. The results showed that those who displayed a higher level of engagement with the pre-lab material (only missing one or fewer tasks) performed better in the module overall than those who were poorly engaged (missing three or more tasks), overall mark of 67.4% versus 55.2%. ...
Article
Full-text available
Laboratory practicals are used throughout science and engineering education as it allows students to undertake active learning and develop technical skills. It is therefore important that students arrive to these sessions as prepared as possible to maximise their learning potential. This paper analyses how student preparation affects how prepared they feel to undertake a laboratory practical. It also examines how pre-laboratory video material can affect this preparedness and student marks. Data on student preparedness and preparation is collected via surveys over three years of the same module. Data on video views and retention are collected from YouTube. Findings indicate that students’ preparedness increases with time spent preparing, up to a plateau level where further preparation has little affect. Students who watch the pre-laboratory videos increase their preparedness and also increase their assessment mark. Guidelines for creating successful pre-activity videos have been developed and shown to be effective.
... Technology has become a large component of the contemporary medical landscape [23] and incorporation of audio-visual system in dissection hall enables the instructor to be seen and heard by all the students at the same time. It can be said that flexible delivery of e-learning resources can reduce the cognitive load offered in the dissection classes to certain extent and improve the self-efficacy of the students through better understanding of the practical activities along with their theoretical basis [24,25,26]. A study [27] showed that supplementing dissection videos to traditional cadaver dissection had improved the anatomy examination scores among veterinary students. ...
... However, unprepared students do not achieve the same learning success as primed students. In several studies, e-learning resources prior to laboratory sessions reduced cognitive load and improved students' self-efficacy and understanding of practical activities ( Jones & Edwards, 2010;Peteroy-Kelly, 2010;Al-Khalili & Coppoc, 2014;Whittle & Bickerdike, 2015). The current study investigates whether the preparation for a dissection improves students' results in problem-based learning. ...
Chapter
Full-text available
The purpose of this study was to investigate the contribution of pre-service primary teachers’ epistemological beliefs to their informal reasoning, while trying to manage health socio-scientific issues (health-SSIs). We used dual-process theories to represent the underlying cognitive process. These theories postulate two distinct processes of reasoning: heuristic/spontaneous processes and analytic/reflective processes. These compete for the control of the response constructed by participants during reasoning tasks. Pre-service primary teachers (N=240) were asked to construct (during spontaneous and analytical thinking) different types of supportive arguments, counterarguments and rebuttals after they had read three different scenarios on health-SSIs. The quantity and the quality of the different types of arguments, constructed during participants’ informal reasoning, were employed as indicators for the quality of their informal reasoning. To assess participants’ epistemological beliefs, we used a multidimensional perspective. The results indicated that relatively sophisticated epistemological beliefs, especially about the structure of knowledge, positively predicted the number and quality of supportive arguments, counterarguments and rebuttals related to health-SSIs that the pre-service primary teachers constructed during their informal reasoning. We discuss the significance and health educational implications of these findings.
... Also, student engagement in virtual preparatory labs can increase confidence and performance in hands-on laboratories. 9,12,31 ...
Article
Full-text available
Competency-based education in health care requires rigorous standards to ensure professional proficiency. Demonstrating competency in hands-on laboratories calls for effective preparation, knowledge, and experience, all of which can be difficult to achieve using traditional teaching methods. Virtual laboratories are an alternative, cost-effective approach to providing students with sufficient preparatory information. Research on the use of virtual labs in allied health education is limited. The current study investigated the benefits, challenges, and perceived impact of a virtual lab in an allied health program. The sample consisted of 64 students (55 females, 9 males) enrolled in a university medical laboratory science program. A convergent mixed-methods approach (Likert survey, open-ended questions, think-aloud protocol data) revealed that students had positive attitudes towards visual learning, authenticity, learner control, organization, and scaffolding afforded by the virtual lab. Challenges reported included navigational difficulties, an absence of control over content selection, and lack of understanding for certain concepts. Over 90% of students agreed that the virtual lab helped them prepare for hands-on laboratory sessions and that they would use this format of instruction again. Overall, 84% of the students agreed that the virtual lab helped them to achieve greater success in learning.
... For long-term benefits to be obtained from hands-on laboratory experiences, students must be theoretically and procedurally prepared (Gregory & Di Trapani, 2012). Previous research suggests that students do not prepare well for laboratory work (e.g., Ealy & Pickering, 1992;Jones & Edwards, 2010;Pogacnik & Cigic, 2006;Whittle & Bickerdike, 2015). Jones and Edwards (2010) reported that only 15% of undergraduate biology students (n=128) did substantial preparation, while 85% did some or no preparation. ...
Conference Paper
Full-text available
The purpose of this study was to investigate the effectiveness of an online virtual lab as a learning tool to prepare allied health students for face-to-face laboratory sessions. Both qualitative and quantitative data were collected from 64 university students (55 females, 9 males) and analyzed to assess attitudes towards the virtual lab. Students reported that the virtual lab made skill acquisition easier and faster, helped them prepare for hands-on laboratory sessions, and was a tool they would use again. The key benefits of the virtual lab was that it enabled students to visualize procedures and reactions outside of the traditional laboratory setting. Student visualization enhanced preparedness and performance in the laboratory environment.
Article
This study presents a systematic literature review to ascertain the extent of exploration of e-learning and employability in extant research. Through a systematic review of literature published between 2008 and 2022, the author analyzed 88 articles published in 67 academic journals. The following were identified: key publishers, publication trend and citation, most contributing research areas, major contributing countries, leading researchers, major methodological approaches, key focus of studies and major outcomes. Future research prospects are also discussed. Study reviewed the impact of e-learning to employability, examining various areas, publications, citations, countries, and authors publishing e-learning and employability research. The present study explored the types of data collection method used, statistical analyses performed, and contributions of e-learning and employability skills literature in terms of their purpose and outcomes. Investigation observed that most of the research on this topic has indicated a positive impact of e-learning in enhancing the employability skills of higher education students. Additionally, this study provides insights to future researchers to address other potential factors that might influence employability and evaluate digital learning techniques that can meet the needs of diverse sections of society. Study reveals significant gaps in research, which can advance this significant research agenda for future investigation. This would facilitate highlighting the unexplored aspects of e-learning and employability. The topic of review is a cross-disciplinary research area, attracting scholars from different domains.
Article
Full-text available
The increase in student diversity, legislative changes and shift towards the social model of disability has led to greater emphasis on inclusive curricula within Higher Education (HE). Whilst there are good examples for changes in assessment, delivery and student support, specific challenges faced by Science Technology Engineering and Mathematics students in relation to laboratory teaching are less well understood. A questionnaire approach was used to determine barriers that students face within laboratory teaching. Questionnaire invitations were distributed by email to undergraduate students at institutions within the United Kingdom with a total of 232 responses. Results indicated a lower sense of belonging for female students and those with a disability. Differences between ethnic groups could not be identified due to low numbers of Black Asian, Minority Ethnic students, which highlights broader issues of participation in STEM subjects. Prior experience of students in relation to the number of labs, rather than subject, was also important, emphasising the critical link between school and HE. Communication of information was critical for learning with students often requiring multiple methods; timing and structure of this were important. A more inclusive lab environment can be developed through the use of online support, better structuring of labs and changes to assessment.
Article
Full-text available
FInnish first - English below! Artikkelissa kuvataan turvallisuusopetuksen vaikuttavuutta ja turvallisuusaiheeseen liittyviä oppimisympäristöjä perusopetuksessa. Opettajien ja ulkopuolisten turvallisuusasiantuntijoiden käsityksistä ja kokemuksista koottiin laadullinen aineisto. Oppilaiden turvallisuusosaamisesta kerättiin määrällinen kyselyaineisto (TUKO I n=361 ja TUKO II n=256). Laadullisen aineiston perusteella koulun ulkopuolisten turvallisuusasiantuntijoiden käyttäminen opetuksessa motivoi oppilaita, syvensi aiheen käsittelyä ja tarjosi toiminnallista tekemistä. Haasteina vastaajat pitivät koulun aika- ja henkilöresurssien allokoimista turvallisuusopetukseen. Määrällisen aineiston perusteella havaittiin tilastollisesti merkitsevä turvallisuusosaamisen parantuminen paloturvallisuuden ja liikenneturvallisuuden osalta. Tutkimustulokset indikoivat, että yksittäisten toimenpiteiden vaikutukset turvallisuusosaamisen kehittymiseen ovat kuitenkin pieniä. Siksi turvallisuusopetusta pitäisi tarjota systemaattisesti jokaisella luokka-asteella. The article describes learning environments related to safety education, in the situations where support for teaching is provided by the external specialists from safety-related non-governmental organizations and rescue services. Teachers´ and safety experts´ opinions and perceptions were collected with themed interviews. In addition, students´ safety competence was measured using a quantitative questionnaire. It seems, that the use of external experts in teaching, motivated the students, deepened the subject didactical approach and provided possibilities for training the practical safety skills. As a challenge, the respondents considered the allocation of the timely and personnel resources. On the basis of the quantitative data, we found that in general, pupils´ safety competence was on a good level. Statistically significant positive changes after the intervention were discovered in the areas of fire safety and traffic safety. This study strengthens our opinions that safety education is not effective when provided as one-time or unique experience. A sustainable model for safety education should be created instead.
Article
Full-text available
The Finnish abstract first and the Engliah one below Pelastustoimen ja koulun turvallisuuskasvatuksen sisältöjä, menetelmiä ja tavoitteita ohjataan eri suunnista. Tässä tutkimuksessa tarkasteltiin millaisia turvallisuuskasvatukseen liittyviä tavoitteita on esitetty POPS 2014:ssa ja muissa perusopetuksen turvallisuuskasvatusta koskevissa normiohjausasiakirjoissa sekä keskeisissä oppilaitosturvallisuutta käsittelevissä raporteissa (N9). Asiakirja-aineiston sisällönanalyysi toteutettiin teoriasidonnaisesti ja tuloksissa turvallisuuskasvatuksen tavoitteet jäsentyivät ennakointiin, toimintaan sekä toipumiseen ja turvallisuuden omistajuuteen liittyviin tavoitteisiin. Asiakirjojen tavoitteiden välillä ei ole sisällöllisiä ristiriitoja, mutta painotukset vaihtelevat. Turvallisuusstrategioissa esiin nouseva kriiseistä toipuminen ei esimerkiksi löydy POPS 2014:n oppimistavoitteista. Tutkimuksen tuloksia voidaan hyödyntää perusopetuksen turvallisuuskasvatuksen suunnittelussa eri oppiaineissa sekä kehitettäessä ilmiölähtöisyyttä tukevia monialaisia oppimiskokonaisuuksia, joita toteutetaan yhteistyössä koulun ulkopuolisten tahojen kanssa. The subjects, methods and goals of safety education implemented by school or rescue service, come from different directions. This study considered safety education in the context of Finnish Basic Education Curriculum (2014) and other normative documents and reports for basic education safety education (N9). The data were analyzed using content analysis. In the results, the goals of safety education were structured in the context of anticipation, action, recovery and responsibility. Recovery from the crisis mentioned in the security strategies does not occur in the Curriculum. The results of the research can be utilized in the design of basic education safety education in different subjects and in the development of multi-discplinary and phenomenon-based learning. The results can be used also in developing safety education cooperation with teachers and safety professionals.
Article
Full-text available
Artikkelissa tutkitaan vuosien 2004 ja 2014 Perusopetuksen opetussuunnitelman perusteiden mukaisesti opetusta saaneiden kuudes- ja yhdeksäsluokkalaisten oppilaiden (N=508) käsityksiä itsearvioinnin merkityksistä ja toteutumisesta käsityöoppiaineessa. Itsearvioinnin tehtävänä on kehittää oppilaan oppimista. Itsearviointi on oleellinen osa kokonaista käsityöprosessia sen kaikissa vaiheissa. Itsearviointi on oppilaan omaa työtä ennakoivaa toimintaa, jota voidaan tarkastella näyttöön perustuvan, vahvistavan, reflektiivisen sekä pragmaattisen itsearvioinnin osaalueiden avulla. Aineisto kerättiin keskisuuren kaupungin perusopetusta järjestävissä kouluissa 2017. Summamuuttujatarkasteluun perustuvassa analyysissa ilmeni, että oppilasryhmien välillä oli tilastollisesti erittäin merkitsevää eroa. Negatiivisimmin itsearviointiin suhtautuivat kaikissa itsearvioinnin osa-alueissa yhdeksäsluokkalaiset, jotka eivät opiskelleet valinnaisessa käsityö-oppiaineessa. Tottuminen itsearviointiin lisäsi selvästi oppilaiden positiivista suhtautumista ja itsearvioinnin oppimista edistävän vaikutuksen havaitsemista. Sanalliset vastaukset tukivat analyysin tulosta.
Article
Full-text available
In the study the research task was to consider what kind of social support immigrant pupils (N=7) meet at school as they are integrated to ordinary Finnish classes during craft, design and technology education lessons. Social support is considered through emotional, instrumental and informative support. The data consists of 7 interviews and observation data from 25 lesson hours. On the basis of the content analysis pupils experienced social support during craft, design and technology lessons. However there was recognized shortage of emotional, instrumental and informative support. On the basis of the results teachers can consider social support during their lessons and develop it. Most important would be developing instrumental support.
Article
Full-text available
The virtual laboratory has been widely used in biology learning at all levels of education, but it remains a challenge for countries with technological shortages. Many biological concepts were abstract and difficult to be understood through simple explanation or even difficult to do in a laboratory. Utilization of virtual labs in biology learning, especially in higher education needs to be reviewed about the characteristics of contents, and function and its efficiency to assess the specific variables. Thus, this systematic review was carried out to analyze research articles published from 2010 to 2018. The articles were selected using the PRISMA. The articles were obtained from Google Scholar, the Science Direct, and the Journal of Science Education, ERIC, and Journal of Biological Education. In total, 199 articles were found. The general analysis was conducted. The results yielded 47 articles to be further analyzed by looking at the content and results of the study. Twenty-three articles were obtained and analyzed. Journal content analysis was focused on the selected topic, the dependent variables, sample size, effect size, research design, data collection techniques, research objectives, and the results. Cell or molecular biology was the most widely used topics in the virtual laboratory. Students’ conceptual understanding was the most studied variable, some studies examine students’ affective and psychomotor skills, but only a few studies examine the learning process. Most biology virtual labs were developed using the Adobe Flash Player application with 3D animation. The results suggested for further research to develop a virtual biology lab that is more inquiry-based, and capable of assessing students’ conceptual change and science process skills which not have been widely studied.
Article
This article aims to map the research trends on the processes of students’ transition to higher education in the European context. For this, a review of literature was carried out, aiming to understand how the processes of transition to higher education in Europe are being studied. The qualitative analysis of these references allowed us to understand how the research relates to the social and political situations in the contexts in which it occurs, and it was possible to identify relationships between research perspectives and the challenges of educational contexts over time. From this premise, there are also differences found between studies of the European context, in general, and those that are specific to the Portuguese context. While in the European context an educational perspective on the transition is highlighted, in the Portuguese context, a more psychological or individual perspective was found, with a greater focus on the student and his/her characteristics.
Article
Full-text available
Tiivistelmä Digitaaliset opetusmenetelmät on otettu käyttöön lyhyessä ajassa, vaikka nii­den soveltuvuutta biologian opetukseen ja oppimiseen on tutkittu vähän. Kir­jallisuuskatsauksen pohjalta selvitetään: a) Mitä digitaalisia opetusmenetelmiä tarkastelluissa artikkeleissa biologian opetuksessa käytetään? b) Mitä biologisia aiheita niiden avulla opiskellaan? c) Mitä tukea ja hyötyä digitaalisista opetus­menetelmistä on biologian oppimiselle? d) Mitä tiedon ja ajattelun tasoja bio­logian oppimista tukevat menetelmät kehittävät? Kansainvälisissä sarjoissa 2000-luvulla julkaistut 10 biologian oppimista painottavaa artikkelia tutkittiin sisältöanalyysillä. Eniten käytettyjä digitaalisia opetusmenetelmiä olivat virtu­aalinen kenttäretki, laboratorio ja oppimisohjelma. Aiheet vaihtelivat lajintun­nistuksesta biologisiin ilmiöihin. Oppimista tukivat vuorovaikutteisuus, liiku­teltavuus ja turvallisuus. Digitaaliset opetusmenetelmät kehittivät oppijoiden yksilöllistä tiedon hallintaa ja ajattelua etenkin asiatietojen ja käsitteiden osalta. Tulokset puoltavat digitaalisten opetusmenetelmien sisällyttämistä biologian opetussuunnitelmiin ja opetukseen. Abstract Digital teaching methods promoting biology learning Digital teaching methods have been under development in a short period of time and there is only little research on their suitability for learning and teach­ing biological knowledge and skills. This study is based on literature review, and the research questions were: a) Which digital teaching methods have been used in biology in the studied articles? b) What are the biological contents studied? c) What are the advantages and how does the digital teaching support biolo­gy learning? and d) What levels of knowledge and thinking skills do the digital teaching methods promote in biology? In the literature search of articles focusing on the use of ICT-technology based digital learning methods, promoting biology education, 25 international articles were found in the 21st century. Of these, 10 articles were chosen for a content analysis. The digital teaching methods used in biology education were, e.g. interactive Internet page, virtual field trip, virtual laboratory and a virtual learning program. The biological topics varied from spe­cies identification to biological phenomena. Learning was supported via motiva­tion and interaction of the digital methods. The found advantages were movabil­ity, safety and low cost. The digital teaching methods promoted the development of the individuals´ thinking skills and perceptions of various levels of knowledge, especially fact and concept. The results support for having the digital teaching methods included in core curriculum of biology and it´s teaching. Keywords Biology, digital teaching methods, level of biological knowledge, thinking skills.
Article
In an attempt to improve undergraduate medical student preparation for and learning from dissection sessions, dissection audio-visual resources (DAVR) were developed. Data from e-learning management systems indicated DAVR were accessed by 28% ± 10 (mean ± SD for nine DAVR across three years) of students prior to the corresponding dissection sessions, representing at most 58% ± 20 of assigned dissectors. Approximately 50% of students accessed all available DAVR by the end of semester, while 10% accessed none. Ninety percent of survey respondents (response rate 58%) generally agreed that DAVR improved their preparation for and learning from dissection when used. Of several learning resources, only DAVR usage had a significant positive correlation (P = 0.002) with feeling prepared for dissection. Results on cadaveric anatomy practical examination questions in year 2 (Y2) and year 3 (Y3) cohorts were 3.9% (P < 0.001, effect size d = −0.32) and 0.3% lower, respectively, with DAVR available compared to previous years. However, there were positive correlations between students’ cadaveric anatomy question scores with the number and total time of DAVR viewed (Y2, r = 0.171, 0.090, P = 0.002, n.s., respectively; and Y3, r = 0.257, 0.253, both P < 0.001). Students accessing all DAVR scored 7.2% and 11.8% higher than those accessing none (Y2, P = 0.015, d = 0.48; and Y3, P = 0.005, d = 0.77, respectively). Further development and promotion of DAVR are needed to improve engagement and learning outcomes of more students. Anat Sci Educ. © 2016 American Association of Anatomists.
Article
Laboratory practicals classes are an essential component of all science degrees, but are a pinch point because of rising student numbers, rising student expectations and falling student exposure to laboratory work prior to entering higher education. Augmentation of physical laboratory work with online interventions is not new, but as virtual laboratories become increasingly sophisticated, cutting-edge approaches have become less available to many institutions as they are unable to meet the investment or specialist skills needed to build or maintain these complex tools. This case study examines the possibilities for increasing student engagement with practical work using the simplest tools available in any standard virtual learning environment and available to all. Based on results obtained from a large student cohort, the results indicate that this low-cost, low-tech approach can achieve high levels of student satisfaction.
Article
Full-text available
Effective preparation prior to a practical class is essential if meaningful learning is to occur. If effective preparation does not occur, then students are at risk of "information overload" as they attempt simultaneously to come to terms with novel technical or manipulative tasks as well as learning new concepts. We designed on-line multi-media pre-laboratory exercises (Pre-labs) to support dissection-based practicals in a first year biology unit. The aim of this study was to gauge the effectiveness of the Pre-labs in improving students' perceptions of their preparedness for practical classes. We surveyed the students before and after introduction of the Pre-labs, and monitored use of the Pre-labs on the class on-line learning site. The surveys showed that 68% of students reported they like to "see or be shown what to do". In the initial survey, only 15% of students reported doing a substantial amount of preparation for practical classes. However, the majority of students used the "visual" Pre-labs regularly, and reported finding them "very useful" in preparing them for the practical class, and 47 % (compared with an initial 22.4%) reported being well-prepared for class. Better preparation should lead to enhanced learning outcomes for students as well as better meeting ethical guidelines for instructors designing practicals based on animal specimens.
Article
Full-text available
This study uses an action research approach to investigate how different modes of pre-laboratory preparation contribute towards a fruitful laboratory experience for first year students on an access programme. We considered the experience to be fruitful if the students successfully acquired procedural understanding, communicative competence and were able to apply the conceptual understanding to make the purpose of the labs meaningful. A group of students was observed by participant observers during 1996. Data was gathered during laboratory sessions and from written pre-laboratory work. These data were analysed and changes were instituted in the running and conceptualization of the laboratory in the subsequent year. A group of students was again observed and data collected. Two important factors emerged from the analysis of the data. One finding was the importance of adequate student preparation for the laboratories, regardless of the mode of preparation employed. Another was that the ability to prepare depended on the conceptual and procedural understanding of the laboratory as a whole. Preparedness is also important if conceptual benefit is to be obtained from the practical experience.
Article
Full-text available
Both learning style and academic belief systems have been identified as significant factors contributing to academic achievement. This paper evaluates the efficacy of teaching and learning in higher education by investigating the relationship between students assessment of their own academic proficiency (in this case Research Methods Proficiency [RMP]), learning style, academic locus of control, academic self-efficacy and academic achievement. First and second year undergraduate students' RMP was measured before and after completing modules in Research Methods. Students also completed measures of approaches to learning, academic self-efficacy and academic locus of control. Academic achievement (module mark) was also recorded. Results showed that perceived proficiency increased after completing the taught modules and that perceived proficiency was positively correlated with academic performance. Level 1 students, taught under the recently modified programme, reported significantly higher perceived proficiency than Level 2 students taught under the previous programme. Perceived proficiency was positively correlated with a strategic learning approach and negatively correlated with a surface learning approach and external locus of control beliefs. Academic achievement was also positively correlated with a strategic learning approach and negatively correlated with an apathetic learning approach. A deep learning approach failed to be associated with either RMP or academic achievement. It is suggested that: (i) these findings confirm, to some degree, the suggestion that there is an emphasis in later education on performance rather than learning (Lyddy, 1998); and (ii) perceived proficiency is a useful evaluation measure and is likely to contribute to effective and productive teaching and learning within higher education.
Article
Full-text available
A topic of long-standing interest for university administrators and faculty is how to help first-year college students succeed aca-demically. On average, only 73.6% of college freshman return for their sophomore year (National Center for Higher Education Management Systems [NCHEMS], 2007). Although academic success in college requires some preexisting capabilities, these abilities do not always differentiate high-achieving students from low-achieving students (Kitsantas, 2002; Zimmerman & Schunk, 2008). By contrast, there is an extensive body of evi-dence with regard to academic performance suggesting that dif-ferences in low-and high-achieving students are closely linked to an individual's level of self-regulation (Zimmerman & Schunk, 2008). Self-regulation refers to the degree to which students are "metacognitively, motivationally, and behaviorally active partici-pants of their own learning process" (Zimmerman, 1989, p. 329). Considering the above evidence, it would be interesting to
Article
Full-text available
Th e use of information and communications technology has an increasing infl uence on teaching activities in higher education. Information and communications technology off ers the opportunity to improve students' learning experiences provided it is used in an educationally sound way. Material such as online pre-laboratory work can be accessed by students off campus at any time to allow students some timetabling fl exibility whilst off ering the university a cost eff ective means of delivery. Th e eff ectiveness of a particular online pre-laboratory work module on students' learning and their academic performance in a related practical exercise was investigated for this study. Th is investigation clearly demonstrated that those students, with a relatively poor chemistry background, who completed this module performed signifi cantly better in a laboratory titration assessment than those who did not complete it.
Article
Full-text available
The physics laboratory has long been a distinctive feature of physics education. It has been given a central role in the teaching and learning of physics at school and undergraduate levels in universities. The literature indicates that science educators have suggested that there are academically rich benefits in the learning and understanding of physics based on laboratory work. However, some educators have begun to raise serious and valid questions about the effectiveness of the learning through laboratory work in science subjects and the heavy cost for the establishment and maintenance of laboratories. This research paper provides perspectives on these issues through a brief review of the history, goals and objectives related to the physics undergraduate laboratory. An empirical research study was conducted to determine the university students' perceptions, views and opinions with regard to physics learning during undergraduate laboratory work. This involved 143 students from first and higher years and the evidence was gathered by survey and focus group interviews, the former using a variety of types of questions. The evidence from the students is positive and suggests that undergraduate physics laboratory work may well be contributing towards the achievement of specific desirable goals.
Article
Self-directed learning (SDL) has evolved as a method of learning into Australian nurse education over the past few years with enthusiastic claims of increasing student numbers and access to learning. It is an educational concept and transformative learning process that has been used increasingly in adult education, especially within tertiary institutions. Most tertiary educational institutions now offer components of their nursing programmes using self-directed learning methods that may include distance programmes, blended mode or flexible delivery, clinical learning logs and independent learning contracts or problem based packages. This paper reports on research that evaluated the self-directed learning readiness of undergraduate student nurses in their first year of the Bachelor of Nursing (BN) programme within a private tertiary education institution in Sydney, Australia. These findings were compared to research undertaken with beginning degree students in a large public university nurse education programme in Sydney and identified remarkably similar results. Results from both studies were similar and highlight the need for curriculum developers to include strategies in beginning level degree subjects to cultivate self-directed learning skills for nurses.
Article
Students arrive in higher education (HE) with a range of generic and subject‐specific skills which they are expected to use and build upon during their degree courses. In order to ensure that undergraduates are able to make a successful transition to HE, it is important that teachers and course designers understand the level and range of skills with which they arrive, and where support and remediation may be required.For the last nine years, 2065 first‐year undergraduates entering Leeds medical school have completed a questionnaire asking them to self‐assess the number of opportunities to practise a range of 31 generic skills experienced in the previous year, and how confident they feel about their ability to perform these skills. Over this period, a number of trends have become evident. Increased reported practice in a range of information technology (IT) skills might have been expected as a result of improved availability of technology. However, a significant decrease in both practice and confidence in laboratory, data handling and numeracy skills would suggest that changes to post‐16 education are adversely affecting the skills with which undergraduates arrive at university. Other skills, particularly those which relate to students' experience in managing their own learning, have shown no consistent change in reported levels of practice during the period of study, despite increased emphasis on these skills within post‐16 qualifications since the introduction of Curriculum 2000. These observations have implications for course design across a range of courses, particularly in science programmes with significant practical and numerical components.
Article
Laboratory exercises constitute an important part of chemical and biochemical courses at the university level. Nevertheless, students frequently are insufficiently prepared for the practical work, which often reduces their work to the level of a technician. A system designed to motivate students to study prior to the laboratory exercise was introduced. Initial sessions and preliminary tests were held prior to the exercises. As a consequence students studied more before the exercise than in the previous system. The time burden for students was not considerably increased, since the reports were shortened and written immediately after the exercise. Communication between students and teaching assistants, which was also a weak point of the previous system, improved. Students performed significantly better on the final exam and exhibited a positive attitude towards the changes. Keywords (Audience): First-Year Undergraduate / General
Article
Students registered on 1 st year bioscience courses in 9 universities were surveyed for their views on the laboratory classes they were taking. Returns were obtained from 695 (70%). Student views were varied, some viewing particular features of laboratory classes as 'good' while others viewed the same features as 'bad'. Students identified as the best features of laboratory classes: learning new skills and using new equipment; • the opportunity for social interaction; • the function of practicals to illustrate material given in lectures; • the acquisition of new knowledge through practical classes; • high interest value of practicals. • Most students preferred the laboratory classes they had experienced at school to those at university. From the students' views about the worst features of practicals, issues are identified, attention to which may improve the view students take of 1 st year laboratory classes. In outline these issues were the: effectiveness and consistency of staff in TEACHING laboratory classes; • importance of students forming friendship networks in practical classes; • perception that 1 • st year practicals are long, boring and tedious; poor organisation of practicals; • magnitude of the transition which students are undergoing from school to university • type work and environment.
Article
This study investigates the relationships between students' confidence in their generic skills on entry to university, their learning styles and their academic performance in first year. Research based on a large cohort of Scottish undergraduates found that students generally entered university feeling very confident that they already possessed good skills, and there was a suggestion of over-confidence in that those who failed the year entered with slightly higher confidence than other students. However, those students who withdrew during the year had significantly less confidence. The most significant combination of factors in explaining success in first year were a low score on the activist learning style scale and high initial confidence in the skills of self-reliance, time management and teamwork, together with lower initial confidence in written communication skills. The implications of this research are discussed and some suggestions made for improving educational practice.
Practical Experiments in School Science Lessons: Submission to the House of Commons Science and Technology Committee Inquiry
  • Gatsby Charitable Foundation