Enhancing understanding of foundation concepts in first year university STEM: evaluation of an asynchronous online interactive lesson

ABSTRACT

The transition to tertiary level learning requires students take responsibility for their own learning and independently synthesise conceptual knowledge specific to their discipline. We designed an interactive online lesson that aimed to build student engagement and foster self-regulation of understanding for a foundation concept in molecular biology in a first year general biology unit delivered to both on-campus and off-campus cohorts. Students demonstrated a high level of engagement following exposure to the lesson, and more attempted the molecular biology exam question, and subsequently recorded higher grades than in the previous year. The inclusion of an interactive online lesson has facilitated these first year science students to take responsibility for their own learning (through asynchronous engagement) and independently synthesise conceptual knowledge (improved summative outcomes). Development and application of online lessons for STEM disciplines that require students to synthesise discipline specific content has the potential to improve students’ successful transition to university education.

KEYWORDS:

• self-directed learning
• formative task
• learning mode
• transition
• molecular biology

Disclosure statement

No potential conflict of interest was reported by the authors.