Replacing lecture with peer-led workshops improves student learning.

ABSTRACT: Peer-facilitated workshops enhanced interactivity in our introductory biology course, which led to increased student engagement and learning. A majority of students preferred attending two lectures and a workshop each week over attending three weekly lectures. In the workshops, students worked in small cooperative groups as they solved challenging problems, evaluated case studies, and participated in activities designed to improve their general learning skills. Students in the workshop version of the course scored higher on exam questions recycled from preworkshop semesters. Grades were higher over three workshop semesters in comparison with the seven preworkshop semesters. Although males and females benefited from workshops, there was a larger improvement of grades and increased retention

SUBMITTER: Preszler RW 

PROVIDER: S-EPMC2736022 | biostudies-literature | 2009

REPOSITORIES: biostudies-literature