Effectiveness of An Innovative Application of Learning Technology in College Genetics

Abstract

Teaching and learning approaches in the college classroom can be enhanced beyond the traditional lecture by using technological tools and research-based instructional techniques. In particular, instructional technology can allow large numbers of students to engage with content, instructors, and each other in a meaningful learning process. Clickers, an example of such instructional technology, are personal response systems used to create an interactive learning environment in university lecture classes. Several research studies have shown that clickers, paired with the appropriate pedagogy, have a desirable impact on student outcomes in terms of higher attendance, increased engagement, and improved exam scores, which leads to overall enhanced learning outcomes. In this study, we specifically examined student performance on exams as a result of using a peer instruction strategy with clickers in a post-exam review session The class was a large (approx. 130 students) introductory genetics course at a regional, public research university in the southeastern United States. The results showed significant improvement in students' performance from the initial exam to the final exam on concepts addressed using clicker-aided peer instruction.

Keywords: Peer-assisted learning, Metacognitive Skills, Active Student Engagement