An integrated approach to the use of complementary visual learning tools in an undergraduate microbiology class

Abstract

The ability to appreciate the inter-connectedness of complex biological relationships can be difficult for many students. Graphical knowledge in the form of concept maps and flow charts are learning tools which can assist students to recognise the inter-connectivity. This report focuses on a trial which incorporates these two related visual learning tools using a tablet PC to support their instruction in an undergraduate introductory microbiology class. The objectives of the trial were to introduce both concept maps and flow charts so as to assist students in linking theory with practical knowledge, to make connections within and outside their course of study, and to increase student preparedness and time management in laboratories. An integrated approach to teaching using a pen-based technology with live audio visual in both lectures and laboratories was used. This report details the implementation of the teaching approach focusing on the application of the concept maps and flow charts and how tablet PC technology was incorporated in both settings. The evaluation results of the trial are also reported indicating the impact of the integrated teaching approach on student learning experience and concludes with potential areas for future consideration.

Keywords:

• tablet PC technology
• concept maps
• flow charts
• knowledge structures
• metacognition

Acknowledgements

The use of a Hewlett Packard tablet PC provided by the University of Southern Queensland is gratefully acknowledged. I would also like to thank Megan Kek (USQ Learning and Teaching Support Unit) for her useful comments on the manuscript.