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Evaluation of Parallel Authentic Research-Based Courses in Human Biology on Student Experiences at Stanford University and the University of Gothenburg

Artikel i vetenskaplig tidskrift
Författare Jacob Lindh
Claes Annerstedt
Thor Besier
Gordon O. Matheson
Martin Rydmark
Publicerad i Journal of the Scholarship of Teaching and Learning
Volym 16
Nummer/häfte 5
Sidor 70-91
ISSN 1527-9316
Publiceringsår 2016
Publicerad vid Institutionen för biomedicin
Institutionen för kost- och idrottsvetenskap
Sidor 70-91
Språk en
Länkar dx.doi.org/10.14434//josotl.v16i5.1...
Ämnesord Keywords: Authentic research, laboratory, problem-based learning, blended learning, interdisciplinary, higher education, human biology.
Ämneskategorier Idrottsvetenskap

Sammanfattning

Under a previous grant (2005-08), researchers and teachers at Stanford University (SU) and the University of Gothenburg (GU) co-designed a ten-week interdisciplinary, research-based laboratory course in human biology to be taught online to undergraduate students. Essentials in the subject were taught during the first four weeks of this course. Subsequently, student groups at SU and GU developed their own research questions, conducted live-streamed experiments remotely, processed their unique data with support from multiple interactive resources, cross-cultural collaboration and an interdisciplinary network of expert consultants, and presented original scientific results remotely. Student course-perceptions were evaluated using online questionnaires, reflective blogs, and observations. In student teams from both universities, the course concept clearly improved student abilities to conduct research using laboratory experiments while learning theoretical basics. A comparison of pre- and post-course scores from student surveys showed that post-course student comfort levels with several research-related tasks increased radically at both universities. All participating staff generally agreed that the methods and tools were valuable in this type of course and should be evaluated at other levels and areas of higher education, and shared in an expanded network of universities.

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