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Combining flipped-classroom and spaced-repetition learning in a master-level bioinformatics course.

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Title: Combining flipped-classroom and spaced-repetition learning in a master-level bioinformatics course.
Authors: Pozzati, Gabriele1,2 (AUTHOR), Flores, Samuel Coulbourn1,2 (AUTHOR) samuel.flores@slu.se
Source: PLoS Computational Biology. 4/15/2025, Vol. 20 Issue 4, p1-17. 17p.
Subject Terms: *EDUCATIONAL technology, *COMPUTER science students, *COMPUTER science, *ONLINE education, *FLIPPED classrooms
Abstract: Introductory bioinformatics courses can be challenging to teach. Students with a biological background may have never encountered computer science, and computer science students are likely to have minimal knowledge of biology. To improve learning, we implemented a flipped spaced-repetition course. We repeated the topics through various activities across different days while applying an unusually high number of examinations. The examinations were synergistic with the flipped classroom, encouraging reading and watching recorded lectures before in-person discussions. Additionally, they helped us structure and assess laboratory practicals. We analyzed grades, pass rates, student satisfaction, and student comments qualitatively and quantitatively over 7 years of the course, documenting progress as well as the effect of disruptions such as COVID-19 and changes in teaching staff. We share our results and insights into the opportunities and challenges of this pedagogical approach. An open online version of this course is freely provided for students and teachers. Author summary: A challenge of teaching Bioinformatics is that it is an interdisciplinary field which develops students' skills in both Biology and Computer Science. We faced the additional challenge of a course that had historically had a low passing rate and poor evaluations. Of the many pedagogical techniques in current practice, flipped, and spaced-repetition learning are among the best quantified and documented. Our work explains how we implemented these two techniques with the help of Learning Management Systems and other educational technology. We quantitatively and qualitatively evaluate the results based on 7 years of grades and student evaluations. To facilitate the implementation of our method, we provide a Massively Open Online Course and cloneable Learning Management System instance, cloud-based virtual laboratory notebooks, videos, and other resources. [ABSTRACT FROM AUTHOR]
Database: Academic Search Index
Description
Abstract:Introductory bioinformatics courses can be challenging to teach. Students with a biological background may have never encountered computer science, and computer science students are likely to have minimal knowledge of biology. To improve learning, we implemented a flipped spaced-repetition course. We repeated the topics through various activities across different days while applying an unusually high number of examinations. The examinations were synergistic with the flipped classroom, encouraging reading and watching recorded lectures before in-person discussions. Additionally, they helped us structure and assess laboratory practicals. We analyzed grades, pass rates, student satisfaction, and student comments qualitatively and quantitatively over 7 years of the course, documenting progress as well as the effect of disruptions such as COVID-19 and changes in teaching staff. We share our results and insights into the opportunities and challenges of this pedagogical approach. An open online version of this course is freely provided for students and teachers. Author summary: A challenge of teaching Bioinformatics is that it is an interdisciplinary field which develops students' skills in both Biology and Computer Science. We faced the additional challenge of a course that had historically had a low passing rate and poor evaluations. Of the many pedagogical techniques in current practice, flipped, and spaced-repetition learning are among the best quantified and documented. Our work explains how we implemented these two techniques with the help of Learning Management Systems and other educational technology. We quantitatively and qualitatively evaluate the results based on 7 years of grades and student evaluations. To facilitate the implementation of our method, we provide a Massively Open Online Course and cloneable Learning Management System instance, cloud-based virtual laboratory notebooks, videos, and other resources. [ABSTRACT FROM AUTHOR]
ISSN:1553734X
DOI:10.1371/journal.pcbi.1012863