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Abstract
The effectiveness of lecture-integrated and web-supported case studies in supporting a large and academically diverse group of undergraduate students was evaluated in the present study. Case studies and resource (web)-based learning were incorporated as two complementary interactive learning strategies into the traditional curriculum. A truncated version of a case study, with links to websites containing background/further information was uploaded on the university’s virtual learning environment (WebCT), to prompt students to answer questions. The overall aim was to support all students by encouraging self-directed learning. Our results show that most students who participated in the present study, irrespective of academic background, found both strategies useful in supporting the lecture and in providing them with the necessary background knowledge. Students who accessed web-links achieved significantly higher test scores in Immunology and in the module as a whole, than those who did not, irrespective of their course of study. This did not relate to A level grade in Biology and/or Chemistry. Findings from this study encourage the wider implementation of such complementary strategies to support large student groups with divergent prior knowledge.
Acknowledgements
We wish to thank Dr Ian Kay, School of Biology, Chemistry and Health Science, MMU for support with material delivery through WebCT, and Dr Ann Barnett for help in questionnaire delivery. We are grateful to all the students who participated in this study and to all students at BCHS for making teaching a pleasurable experience. One author (M Azzawi) also wishes to thank Patricia Wood and staff at the Teaching and Learning Centre and Centre for Continuing Education, University of Manchester, for providing support and guidance on this project, which was conducted in part requirement for the postgraduate certificate in teaching and learning in higher education.
Notes
1 HNC: Higher National Certificate.
2 Access and Foundation courses are one year courses, equivalent to advanced level qualifications from secondary schools in the UK. BTEC is a vocational qualification conferred by the Business and Technology Education Council, UK.
3 GCSE: General Certificate of Secondary Education, taken by secondary school students in the UK, normally at age 14–16. Advanced Level: A General Certificate of Education at Advanced level, taken by students in the final two years of secondary education, after completion of GCSE.