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A Sandwich‐model experiment with personal response systems on epigenetics: insights into learning gain, student engagement and satisfaction

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Název: A Sandwich‐model experiment with personal response systems on epigenetics: insights into learning gain, student engagement and satisfaction
Autoři: Efterpi Kostareli, Georgia Katsioudi
Zdroj: FEBS Open Bio
FEBS Open Bio, Vol 11, Iss 5, Pp 1282-1298 (2021)
FEBS open bio, vol. 11, no. 5, pp. 1282-1298
Katsioudi, G & Kostareli, E 2021, 'A Sandwich-model experiment with personal response systems on epigenetics: insights into learning gain, student engagement and satisfaction', FEBS open bio, vol. 11, no. 5, pp. 1282-1298. https://doi.org/10.1002/2211-5463.13135
Informace o vydavateli: Wiley, 2021.
Rok vydání: 2021
Témata: Epigenomics, Male, sandwich principle, Students, Medical, QH301-705.5, Personal Satisfaction, higher education didactics, personal response systems, Education, Education, Distance, Young Adult, active learning, Humans, Learning, Biology (General), clickers, 4. Education, 05 social sciences, Education/methods, Education, Distance/methods, Educational Measurement/methods, Epigenomics/education, Female, Learning/physiology, Students, Medical/psychology, teaching epigenetics, Education Article, Educational Measurement, 0503 education
Popis: Current trends in Higher Education Pedagogies include an ongoing discussion about active learning strategies. Technology‐based interventions such as personal response systems (PRS) have gained momentum, especially since the advent of cloud‐/web‐based solutions. One model that supports the transition from traditional lecturing towards active learning by maintaining a balance between instruction and self‐learning is the ‘Sandwich Model’. In the present study, we investigated the impact of the Sandwich Model combined with PRS in student learning, engagement and satisfaction by a randomised trial in a large undergraduate biomedical/medical sciences class. A teaching session on epigenetics was delivered either as a traditional lecture (C‐group) or as a PRS‐including Sandwich‐based session (S‐group). The major finding of our experiment was the significantly enhanced performance of the S‐group over the control, suggesting that the Sandwich Model improves learning gain. We also provide strong evidence that the Sandwich Model enhances student engagement and satisfaction. However, the effect of the Sandwich Model in learning gain and student attitudes was not dependent on PRS incorporation per se and students seemed to favour non‐PRS activities over PRS, as evidenced by their feedback. Although further experimental research is needed in order to conclusively compare and contrast PRS and non‐PRS activities regarding learning gain, we propose the usage of the Sandwich Model with a variety of in‐class learning activities, both PRS and non‐PRS‐based. Altogether, our work shows that the Sandwich Model is a powerful pedagogical approach that exerts a positive impact on student perceptions for learning and satisfaction and that can support the teaching of challenging biomedical concepts, such as epigenetics.
Druh dokumentu: Article
Other literature type
Popis souboru: application/pdf
Jazyk: English
ISSN: 2211-5463
DOI: 10.1002/2211-5463.13135
Přístupová URL adresa: https://onlinelibrary.wiley.com/doi/pdfdirect/10.1002/2211-5463.13135
https://pubmed.ncbi.nlm.nih.gov/33660429
https://doaj.org/article/ea50e2dc4c5941d4bda9d6bcbe106ba3
https://pure.qub.ac.uk/en/publications/a-sandwichmodel-experiment-with-personal-response-systems-on-epig
https://europepmc.org/article/MED/33660429
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8091589
https://febs.onlinelibrary.wiley.com/doi/10.1002/2211-5463.13135
https://serval.unil.ch/resource/serval:BIB_64876BFDFDD2.P001/REF.pdf
https://serval.unil.ch/notice/serval:BIB_64876BFDFDD2
http://nbn-resolving.org/urn/resolver.pl?urn=urn:nbn:ch:serval-BIB_64876BFDFDD24
https://pure.qub.ac.uk/en/publications/50ff4de0-bcd9-486b-a5be-c0b0eebe784d
Rights: CC BY
Přístupové číslo: edsair.doi.dedup.....be8feab02f9cea5e643c56d23c00c799
Databáze: OpenAIRE
Popis
Abstrakt:Current trends in Higher Education Pedagogies include an ongoing discussion about active learning strategies. Technology‐based interventions such as personal response systems (PRS) have gained momentum, especially since the advent of cloud‐/web‐based solutions. One model that supports the transition from traditional lecturing towards active learning by maintaining a balance between instruction and self‐learning is the ‘Sandwich Model’. In the present study, we investigated the impact of the Sandwich Model combined with PRS in student learning, engagement and satisfaction by a randomised trial in a large undergraduate biomedical/medical sciences class. A teaching session on epigenetics was delivered either as a traditional lecture (C‐group) or as a PRS‐including Sandwich‐based session (S‐group). The major finding of our experiment was the significantly enhanced performance of the S‐group over the control, suggesting that the Sandwich Model improves learning gain. We also provide strong evidence that the Sandwich Model enhances student engagement and satisfaction. However, the effect of the Sandwich Model in learning gain and student attitudes was not dependent on PRS incorporation per se and students seemed to favour non‐PRS activities over PRS, as evidenced by their feedback. Although further experimental research is needed in order to conclusively compare and contrast PRS and non‐PRS activities regarding learning gain, we propose the usage of the Sandwich Model with a variety of in‐class learning activities, both PRS and non‐PRS‐based. Altogether, our work shows that the Sandwich Model is a powerful pedagogical approach that exerts a positive impact on student perceptions for learning and satisfaction and that can support the teaching of challenging biomedical concepts, such as epigenetics.
ISSN:22115463
DOI:10.1002/2211-5463.13135