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Learn before Lecture: A Strategy That Improves Learning Outcomes in a Large Introductory Biology Class

机译：讲座前学习：在大型生物学入门课中改善学习成果的策略

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摘要

Actively engaging students in lecture has been shown to increase learning gains. To create time for active learning without displacing content we used two strategies for introducing material before class in a large introductory biology course. Four to five slides from 2007/8 were removed from each of three lectures in 2009 and the information introduced in preclass worksheets or narrated PowerPoint videos. In class, time created by shifting lecture material to learn before lecture (LBL) assignments was used to engage students in application of their new knowledge. Learning was evaluated by comparing student performance in 2009 versus 2007/8 on LBL-related question pairs, matched by level and format. The percentage of students who correctly answered five of six LBL-related exam questions was significantly higher (p 0.001) in 2009 versus 2007/8. The mean increase in performance was 21% across the six LBL-related questions compared with 3% on all non-LBL exam questions. The worksheet and video LBL formats were equally effective based on a cross-over experimental design. These results demonstrate that LBLs combined with interactive exercises can be implemented incrementally and result in significant increases in learning gains in large introductory biology classes.
机译：积极参与课堂教学可以提高学习成果。为了在不取代内容的情况下创造出主动学习的时间，我们使用了两种策略在大型的入门生物学课程中上课前介绍材料。从2009/8年开始的四到五张幻灯片已从2009年的三场讲座中删除，信息在课前工作表或旁白PowerPoint视频中介绍。在课堂上，通过转移授课材料来学习，然后再分配授课时间（LBL）来创造时间，以促使学生运用他们的新知识。通过比较2009年和2007/8年与LBL相关的问题对的学生表现（水平和形式相匹配）来评估学习。与2007/8年相比，2009年正确回答了六个与LBL有关的考试问题中的五个的学生比例显着更高（p <0.001）。在六个与LBL相关的问题中，平均成绩提高了21％，而在所有非LBL考试问题​​中，平均成绩提高了<3％。基于交叉实验设计，工作表和视频LBL格式同样有效。这些结果表明，可以将LBL与交互式练习相结合地逐步实施，并在大型入门生物学课程中显着提高学习成果。

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