Making Connections in Biology through Asynchronous Online Learning

1. Making Connections in Biology through Asynchronous Online Learning Christina M. Sax, Ph.D. Undergraduate Programs University of Maryland University College

2. UMUC Biology Web Courses • 2 companion courses - survey & lab • target: non-science disciplines • distance education - online classroom • 10 faculty, >550 students, since fall 1998

3. Integrated Materials • UMUC developed learning modules • textbook + CD • companion video series • student study guide • lab manual • lab kit • internet sites • asynchronous conferencing

4. Faculty Use Conferencing to: • expand and apply course content • reinforce learning • integrate; facilitate connections • stimulate higher order thinking • build a learning community • support students in the absence of face-to-face contact

5. Conference Topics • faculty-initiated discussion topic • student-led discussion • faculty mediated

6. Rise Antibiotic & Pesticide Resistance bacteria DNA insects genetics cells genes proteins mutations molecules evolution bonding ecosystems bacterial-human interactions insect-plant interactions economic issues public health issues

7. Faculty Perceptions • Greater degree of discussion participation than in the classroom- based setting • more students • larger volume per student • increased quality

8. Faculty Observations - I • “key to student success and learning” • “rich, deep, broad, engaged, dynamic, personal, thoughtful, integrated discussions” • “I find myself and my students making more frequent connections between topics”

9. Faculty Observations - II • “students offer a greater number and quality of relevant, practical, and applied examples to the discussion” • “led by student participation, the discussions become a web of ideas that come full circle in the end”

10. Faculty Observations - III • “students offer relevant, insightful, and personal examples … well beyond what I’ve heard face-to-face” • “the level of student participation in discussions is far greater than I’ve ever experienced in the classroom”

11. Grade Distribution Classroom Online A 45% 42% B 25% 42% C 23% 9% D 5% 5% F 2% 2% 2 instructors in both settings

12. Student Ranking of Materials • Instructor • Conferencing • Videos • Modules • Books • Internet sites • CD 23/54 respondents, 1 instructor

13. Student Comments “… I didn’t find it as simple as I thought, but I found it far more interesting than I thought. It was made even more interesting by the web conferencing format.” “I learned things from my classmates that I may not have learned in a regular classroom setting because of the freedom each of us had through the online format. People seemed more open with their communication.” “The class conferences were very informative.”

14. Conferencing Opportunities • comfortable discussion environment - relative anonymity and perceived safety • ongoing involvement & engagement with material and each other • time for thoughtful and considered responses

15. Challenges to Teaching and Learning Biology Online • reaching kinesthetic and tactile learners • creativity • descriptive language skills • approximating the traditional lab experience • microscopic examination • information overload • time management

16. Contact Information Chris Sax University of Maryland University College csax@umuc.edu