transformation from lecture-based to case-based course ann c. smith, robert t.yuan, richard stewart,...
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Transformation from Lecture-based to Case-based course
Ann C. Smith, Robert T.Yuan, Richard Stewart, Patricia Shields and
Jennifer Hayes-Klosteridis
2003 UM Teaching with Technology Conference
The Course
• General Microbiology (BSCI 223)– Lecture and lab components– 250 students per lecture section– Majors and non-majors
Solutions through technology
Established a learning center within WebCT
• Organization
• Communication
• Technology competence for students
• New learning opportunities
On-line Learning Centerorganization/communication
• Syllabus• Lecture outlines with study questions/links to resources
• Power Point Lecture Slides• Discussion Space (Announcements, Student Questions)
• Lab Manual (pdf)• Assignment Guidelines• Student grades
Comment (350 students responding)
Example Number
Negative response I Don’t like Web Ct 7
Negative response Live off campus, difficult to down load or view pages
2
Positive Responses:
Access and organization of information
24 hour access to everything!
152
Convenient, easy to use Convenient to have everything 32
Options to communicate with other students and course instructors
A direct link to professors and other students if I had a problem
58
On -line quizzes,
I owe my fabulous lab practical grade to
80
Lecture outlines The best way to learn – allowed me to back and review the notes
85
Grades Great way to know what my current grade is.
59
Lab manual Saved money in not having to buy a lab manual
25
On-line Learning CenterNew Learning Opportunities
• Increase active learning– Approach: transition to a case based course– We use Case studies as a framework for lecture and
lab
On-line Learning Centerorganization/communication
• Syllabus• Lecture outlines with study questions/links to resources
• Power Point Lecture Slides• Discussion Space (Announcements, Student Questions)
• Lab Manual (pdf)• Assignment Guidelines• Student grades
Goals
• Case study – engaging with challenging discussion problems– Individual work– Small group discussion– Complete class discussion with Instructor– A written component
Why use case studies?
• Content rich course• New vocabulary• Challenging concepts• Diverse student populationCase studies
Engages students Application of information to current/relevant
problems
Challenge of Implementation
• Large lecture course
• No time in lab
• Grading
Approach
• On-line discussion– Coupled with a report
• Directed in class discussions – coupled with individual short answer “quiz”
questions submitted on-line – PAK – Participation/Application of Knowledge
On-line Discussion
• For complicated multifaceted TopicsSet up:• Case study with Three major issues• Students work in two groups
– One group where they work with others to research and discuss one of the case issues
– One group where students combine resources to write a report.
Guitan
Patric
Maurice
Caleb
Garth
Tyler
Alec
Nico
Zoe
You
Pasteur
Koch
Bob
Tim
Julian
Bernie
Ethel
Barry
Issue #1
Issue #2
Issue #3
Group 2: Writing the report6 groups/lab section
Report addresses Issues 1, 2, and 3.
Guitan
Patric
Maurice
Caleb
Garth
Tyler
Alec
Nico
Zoe
You
Pasteur
Koch
Bob
Tim
Julian
Bernie
Ethel
Barry
Issue #1
Issue #2
Issue #3
Group 1: On-line Discussion Group 3 per lab section
On Line Discussion
• Requires– Guidance
• Structured Assignment
– Oversight – UTA’s– Method for Assessment
• On-line discussion
• Report
Advantages online discussion:
- Students develop technology competency- Learn to communicate in on line environment- Learn to navigate web- Learn to evaluate web sources.
- No meeting time is required- Can log in at any time- All discussions can be monitored
- Grading- There is a record- Can compile and print the discussion
350 Students SurveyedWhat should be improved in the discussion?
– 24 negative responses– 58 – fabulous keep it as is– Remainder suggest to keep the discussion along with
improvements
What do you like about the on-line discussion?– 79 the opportunity to discuss with students! “so many
different ideas and tangents to explore and learn about”– 30 liked that they learned new information– Additional comments about the positive aspects about
working in a group, meeting new people and being online provided flexibility in space and time
Steps toward the Goals
On-line discussion – 1999 use of case study to stimulate small group discussions– Discussion topics served as basis for written assignment
• Faculty impressions:– Good for issues that required outside research – Good opportunity for in depth discussion.– Requires significant time.– Wanted another mechanism that incorporated active
learning in the lecture hall that related to case studies. Case studies linked to lecture learning goals
Fall 2002 Case Study in the lecture
• Case Study Distribution/Intro case– Paper handouts in lecture– Power point presentation
• Case study questions – answered in lecture journals
• Small group discussion – in lecture hall
• Large group discussion – in lecture hall
Fall 2002 Problems Encountered
• Case Study Distribution/Intro case– Time– Organization
• Case study questions/Journals– Difficult to collect on a regular basis– Difficult to read– Lost journals
• Small group discussion/Lecture hall– Unfocused, students were often unprepared
• Large group discussion – Unfocused, students were often unprepared
350 Students SurveyedWhat did you like about case studies?• 179 – described case studies as allowing them to see the
application of course material to real world situations• 138 – indicated by there response that the case study
engaged them in learning• 29 – responded negatively ( they confused me)Regarding format for presentation - • 57 – “good as is”• Remaining students suggested improvements such as
posting on line! And finding an alternate to lecture journals
Results from CORE survey
Participate Actively in Learning, Significant increase since 1993 review and All LL reviewed over time
Spring 2003 case study: lecture/on-line
• Case Study Distribution/Intro case– Delivery via WebCT prior to in class Introduction
• Case study questions – Use of quiz tool with delivery on a regular basis
• Small group discussion – In lecture hall – directed discussion
• Large group discussion – in lecture hall – directed discussion
CASE/PAK
Participation & Application of Knowledge (PAK)– 3 question sets/Case that required students to
apply information from lecture/lab/text/resources
• Use of Quiz to capture individual responses
• Opportunity for writing
PAK
Advantages• Control of delivery• Record of responses in WebCT• Record of participation in WebCT
– (automatic “grading”)
• Easy to scan– Instructor can asses problem areas and set up topics for
directed in class discussions (small and large group)
• Students are prepared for discussions– Students can print and self assess knowledge
Use of technologytransition to a case-based course
Structure/function/
Metabolism
Genetics/ Biotechnology
Clinical/Applied
Part 1 Part 2 Part 3
Case 1 Case 2 Case 3
Course Transformation:Resources required
• Start with available resources– Instructors– Graduate Teaching Assistants– Undergraduate Teaching Assistants
• College Support– UTAP students
• University Support– OIT– WebCT– CTE
Teaching Team
End here
