Learn before lecture: A strategy that improves learning outcomes in a large introductory biology class.

ABSTRACT: 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 wa

SUBMITTER: Moravec M 

PROVIDER: S-EPMC2995765 | biostudies-literature | 2010

REPOSITORIES: biostudies-literature