Mixed-mode instruction using active learning in small teams improves generic problem-solving skills of university students

ABSTRACT

The importance of advancing the ‘employability skills’ of students throughout their undergraduate education has been increasingly recognised by students and university instructors. Development of these essential skills is hindered by the lack of widely available assessment tools and shortage of detailed descriptions of effective instructional strategies. Evidence supports use of active learning in small groups for advancement of several transferable soft skills, including teamwork, critical-thinking and problem-solving skills (PSS). In this study, a previously reported testing strategy was used to measure the progress of generic PSS of students taking a one-semester, final-year undergraduate biochemistry course. Mixed-mode delivery based on a ‘flipped classroom’ approach allowed introduction of significant active learning components, including problem-based learning (PBL) in small teams (seven–eight students), workshops, bonus testing and lectures. Detailed descriptions of the instructional techniques used together with the Covid-19 pandemic-forced transition to fully online tutor-less PBL are provided. Data collected over two consecutive years demonstrate statistically significant improvement in the PSS test scores for the 89 students taking this course. Marks of students obtained in three different assessments (examinations, peer evaluations and PSS tests) are compared, revealing medium to low correlation. The benefits resulting from introducing active learning techniques and multiple assessments in undergraduate classes are discussed.

KEYWORDS:

• Undergraduate education
• active learning
• online problem-based learning
• problem-solving skills
• multiple assessments
• employability skills

Acknowledgements

This work was partially supported by internal University of British Columbia Okanagan Campus grants. I would also like to thank all of the students who participated in this research and provided feedback on this manuscript.

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Notes on contributors

Andis Klegeris

Andis Klegeris, DPhil, is a professor in the Department of Biology at the University of British Columbia Okanagan Campus, Canada. He studies neuroimmune mechanisms and teaches undergraduate biology and biochemistry. He is interested in the effect that implementation of active learning strategies in large undergraduate classes has on students’ transferable skills. He has published a series of articles investigating the dynamics of university students’ problem-solving skills.