Biology Commons^™

An Investigation Of The Impacts Of Traditional, Virtual, And Hybrid Biological Laboratories On College Students’ Achievement And Motivation To Learn Biology, Shavonda Jackson

Dissertations

Virtual courses function in a different manner than traditional courses, therefore they require teaching methods and assessment techniques geared specifically to maximize this learning experience. Internet-based learning and distance-education are no longer new concepts in the science field. Because of this, many collegiate biology programs have created courses that can be taken virtual or hybrid. A number of experimental studies have had great influence in terms of the effects and impacts of educational technology in relation to virtual laboratories.

However, not many studies emphasize the impact of hybrid laboratories on student achievement or assess students’ motivation to learn in a …

Supplemental Action Learning Workshops: Understanding The Effects Of Independent And Cooperative Workshops On Students’ Knowledge, Kathryn M. Morris

Dissertations

Community colleges enroll more than half of the undergraduate population in the United States, thereby retaining students of varying demographics with extracurricular demands differing from traditional four-year university students. Often in a collegiate lecture course, students are limited in their abilities to absorb and process information presented by their instructors due to content-specific cognitive gaps between the instructor and the student (Preszler, 2009). Research has shown implementation of instructor-facilitated action learning workshops as supplemental instruction may help bridge these cognitive gaps allowing better student conceptualization and dissemination of knowledge (Drake, 2001; Fullilove & Treisman, 1990; Preszler, 2009; Udovick et al., …

Novelty Or Knowledge? A Study Of Using A Student Response System In Non-Major Biology Courses At A Community College, Tasha Herrington Thames

Dissertations

The advancement in technology integration is laying the groundwork of a paradigm shift in the higher education system (Noonoo, 2011). The National Dropout Prevention Center (n.d.) [JS1] claims that technology offers some of the best opportunities for presenting instruction to engage students in meaningful education, addressing multiple intelligences, and adjusting to students’ various learning styles. The purpose of this study was to investigate if implementing clicker technology would have a statistically significant difference on student retention and student achievement, while controlling for learning styles, for students in non-major biology courses who were and were not subjected to the technology. This …