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Supplementing introductory biology with on-line curriculum*
Article first published online: 3 NOV 2006
Copyright © 2004 International Union of Biochemistry and Molecular Biology, Inc.
Biochemistry and Molecular Biology Education
Volume 32, Issue 1, pages 20–26, January 2004
How to Cite
McGroarty, E., Parker, J., Heidemann, M., Lim, H., Olson, M., Long, T., Merrill, J., Riffell, S., Smith, J., Batzli, J. and Kirschtel, D. (2004), Supplementing introductory biology with on-line curriculum. Biochem. Mol. Biol. Educ., 32: 20–26. doi: 10.1002/bmb.2004.494032010312
- Issue published online: 3 NOV 2006
- Article first published online: 3 NOV 2006
- Manuscript Revised: 27 OCT 2003
- Manuscript Received: 23 JUL 2003
- undergraduate biology;
- curriculum design
We developed web-based modules addressing fundamental concepts of introductory biology delivered through the LON-CAPA course management system. These modules were designed and used to supplement large, lecture-based introductory biology classes. Incorporating educational principles and the strength of web-based instructional technology, choices were made about knowledge presentation, representation, and construction (W. A. Nelson, D. B. Palumbo (1992) J. Educ. Media Hypermedia 1, 287–299). Knowledge presentation focused on big and connecting ideas. Knowledge representation provided students the opportunity to interact with concepts in several ways using multiple representations. For knowledge construction, we facilitated students' active and meaningful interactions with content using interwoven high-level questions. Students' extended responses to a questionnaire indicated that these modules influenced the students learning in meaningful ways. (For access to demonstration modules, go to demo.lon-capa.org/cgi-bin/signon.pl?hhmi.)