Title: “Honors Tech:  Integration of Web Technology in an Introductory Biology Honors Course

Authors:  Sarah F. Barlow                                    Brenda L. Kerr

                Professor                                               Instructional Technology Specialist

                Department of Biology                           Office of Information Technology

                                   Middle Tennessee State University

                                   Murfreesboro, Tennessee 37133

 

Abstract

Incorporating internet technology in a course brings a world of opportunities and knowledge to students.  Researching topics for individual and group projects, utilizing ListServs as discussion groups, submitting assignments electronically, and developing a course webpage are activities which expand the realm of the classroom.  This project involves collaboration between faculty and technology specialist in the development of internet opportunities for students in an Honors Biology course.

 

 

 

Topics in Biology (Biology 100H) is a general education course (4 semester hours) with both lecture and laboratory components in which the general principles of biology are explored.  Specific goals of the course include creating awareness of the scope of science, of contemporary areas of research, and of the historical development of present scientific knowledge; developing a realization of the usefulness and the limitations of the scientific method and attitude as they relate to both the scientist and to the everyday of life of the student; and guiding students toward lifelong interest and learning in science.  Opportunities and experiences afforded students through Biology 100(Honors) are extensive hands-on investigative laboratory experiences; close interaction with faculty; field trips; biological investigations beyond the laboratory; collaborative projects; interaction with experts in selected areas of biology; technology-enhanced instruction; and computer programs for enrichment, review, and project development.

 

Instructional technology provides diverse opportunities to enhance the learning experience.  With higher education becoming student-centered rather than teacher-centered, this is an extraordinary era in which to teach.  Instructional technology supports this transition to student-centered learning.  IT materials for the honors biology course have been developed and implemented to support and enhance the curriculum and to maximize instructional effectiveness. 

 

Educational objectives for implementation of web technology in the course are:
(1) to facilitate learning of biological concepts, (2) to facilitate student-instructor interaction,

(3) to facilitate student interaction, (4) to facilitate communication and enhance communication skills, (5) to promote research and enhance research skills, (6) to promote and enhance the development of computer skills in communication and research, (7) to enhance presentation skills, and (8) to develop a sense of community among students.

 

Ability to evaluate and utilize web sites as research sources becomes as important as traditional library research skills.  Skills developed may be used throughout a lifetime.  To develop internet assignments, activities, and projects for students, the faculty member conducted a search for websites which can serve as resources for assignments; developed assignments for student research in genetic technology, social issues related to biological advancements, and ecological issues; and established ListServs for student interaction and discussion of biological topics.  The internet also provides a convenient means of communication for students and faculty and promotes student/faculty interaction.

 

Web technologies which are integrated and utilized throughout the honors sections of this

introductory biology course include email, listservs, and webpages.  Email provides means for conducting general communication, posting assignments by instructor, submitting assignments by students, filing student-reported absences, accessing missed assignments in a timely fashion, and seeking assistance.  Electronic communication provides opportunity for student collaboration in completing group projects.  Intraclass and interclass listservs are used for discussion, announcements, and special assignments.  Webpages developed by the instructor provide access to general course information, course syllabus, topic outlines and visuals, assignments, and group projects (<http://www.mtsu.edu/~biol/honors/biology.html>).  Webpages developed by graduate students under the direction of the faculty member present reviews of laboratory experiments and instructional materials (http://www.mtsu.edu/~biol/bio100/review.html).  Class presentations of  topic outlines presented at website http://www.mtsu.edu/~sbarlow/class_pres.html provide teaching and learning modules for major concepts in biology.

 

Students in the course are required to communicate through email, subscribe to and participate in ListServs, submit assignments electronically, research information on the web, and participate in the development of a web project which utilizes PowerPoint, visuals, audio, and external links.

 

To promote student access to technology resources: (1) choose technologies that are inexpensive, readily available, and easily learned; (2) provide a list of software and hardware available to students; (3) use listserv and bulletin board for whole class communication; (4) prepare web-based and handout-based instructions for software; (5) set aside class or lab time to introduce students to new software; (6) provide examples of finished projects; (7) provide subject-specific resource lists via handouts and the web; and (8) provide a means to easily track new resources that students find.

 

From the time of the first implementation of instructional technology in the course, an improvement in student attitude toward the course has been identified.  Excitement in student faces was observed when an announcement of group web projects was made.  Students have expressed gratitude for the interactive nature of this biology course with opportunities for development and use of technology.  Even though a scientific study of student performance has not been conducted, recent improvement in student test scores has occurred.

 

Results of observational and anecdotal evaluation in this course show that instructional technology broadens student access to information, expands exposure to subject matter, promotes positive attitude toward course work, promotes interest in subject matter, enhances understanding of subject matter, improves performance on tests and assignments, promotes student interaction, enhances student-teacher interaction, promotes learning in collaborative  experiences, enhances problem-solving skills, enhances presentation skills, and extends learning beyond the classroom.  Evaluation results serve as direct input in making curricular decisions.

 

Use of computer-assisted-learning strategies and IT materials expand the realm of the biology classroom extending learning beyond the walls of the traditional classroom and laboratory.  Future use of instructional technology in the course will include expansion of student involvement in the development and use of IT.  Continued pursuit of computer-assisted learning strategies will enhance instructor’s knowledge of technology opportunities for teaching and learning.