Transcript On-line discussions in large enrollment classes

2003 UM Teaching with Technology Conference
Transformation from
Lecture-based to Case-based course
Ann C. Smith, Robert T.Yuan,
Richard Stewart, Patricia Shields and
Jennifer Hayes-Klosteridis
The Course
• General Microbiology (BSCI 223)
– Lecture and lab components
– 250 students per lecture section
– Majors and non-majors
Solutions through technology
Established a learning center within WebCT
• Organization
• Communication
• Technology competence for students
• New learning opportunities
On-line Learning Center
organization/communication
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Syllabus
Lecture outlines with study questions/links to resources
Power Point Lecture Slides
Discussion Space (Announcements, Student Questions)
Lab Manual (pdf)
Assignment Guidelines
Student grades
Comment
(350 students responding)
Negative response
Example
Number
I Don’t like Web Ct
7
Negative response
Live off campus, difficult to
down load or view pages
2
Access and organization of
information
24 hour access to everything!
152
Convenient, easy to use
Convenient to have everything
32
Options to communicate with
other students and course
instructors
A direct link to professors and
other students if I had a
problem
58
On -line quizzes,
I owe my fabulous lab practical
grade to
80
Lecture outlines
The best way to learn – allowed
me to back and review the notes
85
Grades
Great way to know what my
current grade is.
59
Lab manual
Saved money in not having to
buy a lab manual
25
Positive Responses:
On-line Learning Center
New Learning Opportunities
• Increase active learning
– Approach: transition to a case based course
– We use Case studies as a framework for lecture and
lab
On-line Learning Center
organization/communication
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Syllabus
Lecture outlines with study questions/links to resources
Power Point Lecture Slides
Discussion Space (Announcements, Student Questions)
Lab Manual (pdf)
Assignment Guidelines
Student grades
Goals
• Case study – engaging with challenging
discussion problems
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Individual work
Small group discussion
Complete class discussion with Instructor
A written component
Why use case studies?
• Content rich course
• New vocabulary
• Challenging concepts
• Diverse student population
Case studies
Engages students
Application of information to current/relevant
problems
Challenge of Implementation
• Large lecture course
• No time in lab
• Grading
Approach
• On-line discussion
– Coupled with a report
• Directed in class discussions
– coupled with individual short answer “quiz”
questions submitted on-line
– PAK – Participation/Application of Knowledge
On-line Discussion
• For complicated multifaceted Topics
Set up:
• Case study with Three major issues
• Students work in two groups
– One group where they work with others to
research and discuss one of the case issues
– One group where students combine resources to
write a report.
Group 2: Writing the report
6 groups/lab section
You
Guitan
Caleb
Alec
Bob
Bernie
Issue #1
Pasteur
Patric
Garth
Nico
Tim
Ethel
Issue #2
Koch
Maurice
Tyler
Zoe
Julian
Barry
Issue #3
Report addresses Issues 1, 2, and 3.
Group 1: On-line Discussion Group
3 per lab section
You
Guitan
Caleb
Alec
Bob
Bernie
Issue #1
Pasteur
Patric
Garth
Nico
Tim
Ethel
Issue #2
Koch
Maurice
Tyler
Zoe
Julian
Barry
Issue #3
On Line Discussion
• Requires
– Guidance
• Structured Assignment
– Oversight – UTA’s
– Method for Assessment
• On-line discussion
• Report
Advantages online discussion:
- Students develop technology competency
- Learn to communicate in on line environment
- Learn to navigate web
- Learn to evaluate web sources.
- No meeting time is required
- Can log in at any time
- All discussions can be monitored
- Grading
- There is a record
- Can compile and print the discussion
350 Students Surveyed
What should be improved in the discussion?
– 24 negative responses
– 58 – fabulous keep it as is
– Remainder suggest to keep the discussion along with
improvements
What do you like about the on-line discussion?
– 79 the opportunity to discuss with students! “so many
different ideas and tangents to explore and learn about”
– 30 liked that they learned new information
– Additional comments about the positive aspects about
working in a group, meeting new people and being
online provided flexibility in space and time
Steps toward the Goals
On-line discussion
– 1999 use of case study to stimulate small group
discussions
– Discussion topics served as basis for written assignment
• Faculty impressions:
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Good for issues that required outside research
Good opportunity for in depth discussion.
Requires significant time.
Wanted another mechanism that incorporated active
learning in the lecture hall that related to case studies.
 Case studies linked to lecture learning goals
Fall 2002
Case Study in the lecture
• Case Study Distribution/Intro case
– Paper handouts in lecture
– Power point presentation
• Case study questions
– answered in lecture journals
• Small group discussion
– in lecture hall
• Large group discussion
– in lecture hall
Fall 2002
Problems Encountered
• Case Study Distribution/Intro case
– Time
– Organization
• Case study questions/Journals
– Difficult to collect on a regular basis
– Difficult to read
– Lost journals
• Small group discussion/Lecture hall
– Unfocused, students were often unprepared
• Large group discussion
– Unfocused, students were often unprepared
350 Students Surveyed
What did you like about case studies?
• 179 – described case studies as allowing them to
see the application of course material to real world
situations
• 138 – indicated by there response that the case
study engaged them in learning
• 29 – responded negatively ( they confused me)
Regarding format for presentation • 57 – “good as is”
• Remaining students suggested improvements such
as posting on line! And finding an alternate to
lecture journals
Results from CORE survey
Participate Actively in Learning,
Significant increase since 1993
review and All LL reviewed over
time
Spring 2003
case study: lecture/on-line
• Case Study Distribution/Intro case
– Delivery via WebCT prior to in class Introduction
• Case study questions
– Use of quiz tool with delivery on a regular basis
• Small group discussion
– In lecture hall – directed discussion
• Large group discussion
– in lecture hall – directed discussion
CASE/PAK
Participation & Application of Knowledge
(PAK)
– 3 question sets/Case that required students to
apply information from lecture/lab/text/resources
• Use of Quiz to capture individual responses
• Opportunity for writing
PAK
Advantages
• Control of delivery
• Record of responses in WebCT
• Record of participation in WebCT
– (automatic “grading”)
• Easy to scan
– Instructor can asses problem areas and set up topics for
directed in class discussions (small and large group)
• Students are prepared for discussions
– Students can print and self assess knowledge
Go to PAK
• www.courses.umd.edu
• Contact [email protected] for access
Use of technology
transition to a case-based course
Part 1
Part 2
Part 3
Structure/function/
Metabolism
Genetics/
Biotechnology
Clinical/Applied
Case 1
Case 2
Case 3
Course Transformation:
Resources required
• Start with available resources
– Instructors
– Graduate Teaching Assistants
– Undergraduate Teaching Assistants
• College Support
– UTAP students
• University Support
– OIT
– WebCT
– CTE
Teaching
Team
End here