Error-Discovery Learning Boosts Student Engagement and Performance, While Reducing Student Attrition in a Bioinformatics Course

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  • Source:
    CBE - Life Sciences Education, v17 n3 Article 40 Sep 2018. 13 pp.
  • Accession Number:
    https://dx.doi.org/10.1187/cbe.17-04-0061
  • Language:
    English
  • Publication Type:
    Journal Articles; Reports - Research
  • Additional Information
    • Author(s):
    • Availability:
      American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
    • Peer Reviewed:
      Y
    • ISSN:
      1931-7913
    • Subject Terms:
    • Subject Terms:
    • Abstract:
      We sought to test a hypothesis that systemic blind spots in active learning are a barrier both for instructors--who cannot see what every student is actually thinking on each concept in each class--and for students--who often cannot tell precisely whether their thinking is right or wrong, let alone exactly how to fix it. We tested a strategy for eliminating these blind spots by having students answer open-ended, conceptual problems using a Web-based platform, and measured the effects on student attrition, engagement, and performance. In 4 years of testing both in class and using an online platform, this approach revealed (and provided specific resolution lessons for) more than 200 distinct conceptual errors, dramatically increased average student engagement, and reduced student attrition by approximately fourfold compared with the original lecture course format (down from 48.3% to 11.4%), especially for women undergraduates (down from 73.1% to 7.4%). Median exam scores increased from 53% to 72-80%, and the bottom half of students boosted their scores to the range in which the top half had scored before the pedagogical switch. By contrast, in our control year with the same active-learning content (but without this "zero blind spots" approach), these gains were not observed.
    • Abstract:
      As Provided
    • Number of References:
      63
    • Sponsoring Agency:
      National Institutes of Health (DHHS)
    • Contract Number:
      5R25GM114822
    • Physical Description:
      13
    • Education Level:
      Higher Education
    • Journal Code:
      SEP2018
    • Publication Date:
      2018
    • Accession Number:
      EJ1186027
  • Citations
    • ABNT:
      LEE, C. J. et al. Error-Discovery Learning Boosts Student Engagement and Performance, While Reducing Student Attrition in a Bioinformatics Course. CBE - Life Sciences Education, [s. l.], v. 17, n. 3, 2018. Disponível em: . Acesso em: 20 out. 2019.
    • AMA:
      Lee CJ, Toven-Lindsey B, Shapiro C, et al. Error-Discovery Learning Boosts Student Engagement and Performance, While Reducing Student Attrition in a Bioinformatics Course. CBE - Life Sciences Education. 2018;17(3). http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1186027&custid=s8280428. Accessed October 20, 2019.
    • APA:
      Lee, C. J., Toven-Lindsey, B., Shapiro, C., Soh, M., Mazrouee, S., Levis-Fitzgerald, M., & Sanders, E. R. (2018). Error-Discovery Learning Boosts Student Engagement and Performance, While Reducing Student Attrition in a Bioinformatics Course. CBE - Life Sciences Education, 17(3). Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1186027&custid=s8280428
    • Chicago/Turabian: Author-Date:
      Lee, Christopher J., Brit Toven-Lindsey, Casey Shapiro, Michael Soh, Sepideh Mazrouee, Marc Levis-Fitzgerald, and Erin R. Sanders. 2018. “Error-Discovery Learning Boosts Student Engagement and Performance, While Reducing Student Attrition in a Bioinformatics Course.” CBE - Life Sciences Education 17 (3). http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1186027&custid=s8280428.
    • Harvard:
      Lee, C. J. et al. (2018) ‘Error-Discovery Learning Boosts Student Engagement and Performance, While Reducing Student Attrition in a Bioinformatics Course’, CBE - Life Sciences Education, 17(3). Available at: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1186027&custid=s8280428 (Accessed: 20 October 2019).
    • Harvard: Australian:
      Lee, CJ, Toven-Lindsey, B, Shapiro, C, Soh, M, Mazrouee, S, Levis-Fitzgerald, M & Sanders, ER 2018, ‘Error-Discovery Learning Boosts Student Engagement and Performance, While Reducing Student Attrition in a Bioinformatics Course’, CBE - Life Sciences Education, vol. 17, no. 3, viewed 20 October 2019, .
    • MLA:
      Lee, Christopher J., et al. “Error-Discovery Learning Boosts Student Engagement and Performance, While Reducing Student Attrition in a Bioinformatics Course.” CBE - Life Sciences Education, vol. 17, no. 3, Sept. 2018. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1186027&custid=s8280428.
    • Chicago/Turabian: Humanities:
      Lee, Christopher J., Brit Toven-Lindsey, Casey Shapiro, Michael Soh, Sepideh Mazrouee, Marc Levis-Fitzgerald, and Erin R. Sanders. “Error-Discovery Learning Boosts Student Engagement and Performance, While Reducing Student Attrition in a Bioinformatics Course.” CBE - Life Sciences Education 17, no. 3 (September 1, 2018). http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1186027&custid=s8280428.
    • Vancouver/ICMJE:
      Lee CJ, Toven-Lindsey B, Shapiro C, Soh M, Mazrouee S, Levis-Fitzgerald M, et al. Error-Discovery Learning Boosts Student Engagement and Performance, While Reducing Student Attrition in a Bioinformatics Course. CBE - Life Sciences Education [Internet]. 2018 Sep 1 [cited 2019 Oct 20];17(3). Available from: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1186027&custid=s8280428