Student learning remains unchanged after replacing the traditional textbook with low-cost open education resources in Introductory Biology
Track
Research Proposal / Assessment of Student Learning
Abstract
Lab science Biological Principles is typically taught in a 200+ seat flipped lecture format. In Fall 2015, we replaced the required traditional textbook and its on-line homework system with an open source collection of instructor-created written content and instructor-curated interactives and videos and low-cost on-line homework. Homework questions are now instructor-written and delivered to students outside of class in Learning Catalytics. A comparison of final exam questions and in-class question delivery on the same questions between these two semesters indicates no decline in student learning. Here we report the results of a comparison of student learning gains using student learning metrics of comparable test questions, homework questions, and in-class activity questions. This session includes an audience interactive with the course materials using Learning Catalytics to model our approach. The open education resources built for this course are made freely available on the internet for adoption and adaption by other schools in the USG.
Session Format
Presentation Session
Location
Room 4
Recommended Citation
Spencer, Chrissy, "Student learning remains unchanged after replacing the traditional textbook with low-cost open education resources in Introductory Biology" (2017). SoTL Commons Conference. 84.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2017/84
Student learning remains unchanged after replacing the traditional textbook with low-cost open education resources in Introductory Biology
Room 4
Lab science Biological Principles is typically taught in a 200+ seat flipped lecture format. In Fall 2015, we replaced the required traditional textbook and its on-line homework system with an open source collection of instructor-created written content and instructor-curated interactives and videos and low-cost on-line homework. Homework questions are now instructor-written and delivered to students outside of class in Learning Catalytics. A comparison of final exam questions and in-class question delivery on the same questions between these two semesters indicates no decline in student learning. Here we report the results of a comparison of student learning gains using student learning metrics of comparable test questions, homework questions, and in-class activity questions. This session includes an audience interactive with the course materials using Learning Catalytics to model our approach. The open education resources built for this course are made freely available on the internet for adoption and adaption by other schools in the USG.
