Engaging students in population genetics online: Genetic wheel activity

With the switch to online learning in 2020–2021 in response to the COVID-19 pandemic, many tertiary educators saw a marked decline in student engagement.1–3 The saving grace for Australian universities was the sector-wide investment in online learning management systems (LMS) prior to the pandemic, providing an available, if previously underutilized platform for online student engagement. However, as Harsha et al. state, there is an immense amount of e-learning technology available for teaching online, but it is important to select the one(s) that are fit for purpose, and consequently facilitate student engagement. Here we describe a method for introducing students to the concept of population genetics by using an online version of the Genetic Wheel activity. Population genetics is the study of genetic variation within a given population. In a healthy population there is a wide variety of genes that combine in many ways to form the broad diversity of characteristics we see in individuals. The Genetic Wheel is an activity which is commonly used both in high schools and introductory level tertiary biology to investigate human variation in seven visible, single gene traits. These are relatively simple traits, generally controlled by one gene, which people either exhibit or not. The activity enables students to sequentially assess the presence or absence of each trait to ultimately derive a single number (1–128) based on their traits, which they can compare to their peers in real time. In BIOM10002: Exploring Biomedicine, the Genetic Wheel easily converted to an online activity and so used as a tool to introduce students to population genetics. Following a Zoom presentation outlining the Genetic Wheel theory and how to identify each trait, students were then randomly assigned to one of 20 breakout rooms (≈ 6 students). Initially each student determined their individual “Genetic Wheel number”. They then had the option to share their number with the small group and discuss the questions relating to the Genetic Wheel and the importance of, and influences on, genetic diversity in the population. Subsequently, each student was asked to anonymously place a marker on their number on an interactive class visual of the wheel (Figure 1). This interactive wheel was developed in PollEv but could also be readily created in free platforms like Padlet or Miro. This provided a picture of the patterns of genetic diversity in a larger population (≈ 120 students). The students found this activity highly engaging as they were easily able to relate the task to themselves (selfcontext), while also comparing themselves to the wider cohort in a safe, non-judgment-free way. Once the PollEV was populated, students were brought back to the main Zoom room for a group discussion and to unpack the challenge questions related to the activity. Students responded by either microphone or the Zoom chat option. As each class completed the exercise, the Genetic Wheel results were merged. This allowed the students to Received: 9 March 2022 Revised: 1 February 2023 Accepted: 23 February 2023

With the switch to online learning in 2020-2021 in response to the COVID-19 pandemic, many tertiary educators saw a marked decline in student engagement. [1][2][3] The saving grace for Australian universities was the sector-wide investment in online learning management systems (LMS) prior to the pandemic, providing an available, if previously underutilized platform for online student engagement. 4 However, as Harsha et al. 5 state, there is an immense amount of e-learning technology available for teaching online, but it is important to select the one(s) that are fit for purpose, and consequently facilitate student engagement. Here we describe a method for introducing students to the concept of population genetics by using an online version of the Genetic Wheel activity.
Population genetics is the study of genetic variation within a given population. In a healthy population there is a wide variety of genes that combine in many ways to form the broad diversity of characteristics we see in individuals. The Genetic Wheel is an activity which is commonly used both in high schools and introductory level tertiary biology to investigate human variation in seven visible, single gene traits. These are relatively simple traits, generally controlled by one gene, which people either exhibit or not. The activity enables students to sequentially assess the presence or absence of each trait to ultimately derive a single number (1-128) based on their traits, which they can compare to their peers in real time.
In BIOM10002: Exploring Biomedicine, the Genetic Wheel easily converted to an online activity and so used as a tool to introduce students to population genetics. Following a Zoom presentation outlining the Genetic Wheel theory and how to identify each trait, students were then randomly assigned to one of 20 breakout rooms (≈ 6 students). Initially each student determined their individual "Genetic Wheel number". They then had the option to share their number with the small group and discuss the questions relating to the Genetic Wheel and the importance of, and influences on, genetic diversity in the population. Subsequently, each student was asked to anonymously place a marker on their number on an interactive class visual of the wheel ( Figure 1). This interactive wheel was developed in PollEv but could also be readily created in free platforms like Padlet or Miro. This provided a picture of the patterns of genetic diversity in a larger population (≈ 120 students).
The students found this activity highly engaging as they were easily able to relate the task to themselves (selfcontext), while also comparing themselves to the wider cohort in a safe, non-judgment-free way. Once the PollEV was populated, students were brought back to the main Zoom room for a group discussion and to unpack the challenge questions related to the activity. Students responded by either microphone or the Zoom chat option.
As each class completed the exercise, the Genetic Wheel results were merged. This allowed the students to appreciate the relationship between genetic diversity and population size (≈650 students). After all classes were complete, the activity the anonymous data was placed on the LMS for the students to view. The Genetic Wheel activity provided a readily accessible platform for students to investigate genetic variation in themselves and their cohort in an online environment. Identifying the presence or absence of the seven traits allows users to produce a genetic wheel number. Once calculated students anonymously placed a marker (green pin drop) on the number and the PollEv software was able to calculate the number of students within a particular zone, demonstrating clusters of traits within a particular class. An increase in student participation, resulted in a greater diversity of genetic traits, replicating what is seen within population genetics A P P END I X A : Teaching notes A.1 | Activity 1: genetic wheel In a healthy population (a group of organisms of the same species living in a certain geographic area) there is a wide variety of genes that combine in many different ways to form a broad diversity of individuals. If the population is suddenly subjected to stress, such as disease or environmental change, the genetic variety makes it likely that at least some individuals will be adapted well enough to survive and continue the species.
Populations of some species have become so small or fragmented that they have lost much of their original genetic diversity. If these populations are suddenly subjected to a disease or other stress, there might not be any individuals with the genes that provide protection from the disease and enable the individuals to survive.
In this first activity, you're going to investigate human variation in seven visible, single gene traits. These are relatively simple traits, generally controlled by one gene, which people either exhibit or they don'tthere is no gradation (at least, we're treating them that way). You will be using a "genetic wheel" (see below) to derive a single number based on your traits. Each of you will work with your team mates to assess some of traits you cannot see. We will project the traits and circulate reference images to aid your assessment. There are 128 possible combinations of the seven traits. To find out how many different combinations are present in the class population, fill in your "Genetic Wheel" and determine your number. Your number is ________. Share your number on the class pollEv.
1.1 Are there any students in the class who have the same seven trains?
This is possible. We have more than 128 students in first year biology, therefore some students must have the same number.

Why is genetic diversity important?
Generally speaking, a more genetically diverse population is more likely to contain some individuals that have the traits necessary to survive and adapt to changes in the environment than populations that aren't as genetically diverse.
1.5 What is the relationship between the size of a population and its genetic diversity?
As a population becomes smaller, some variation in traits is lost. Because there are fewer individuals in a smaller population, it is less likely that there will be individuals with the traits necessary to survive in times of environmental stress. This is one reason smaller populations are more vulnerable to extinction.
Look at the variation seen within groups, compared to what is seen in the whole class.
1.6 What can be done to prevent the loss of genetic diversity in the human population?
This is designed to challenge the students. Globalisation may be a key? Interracial procreation? Molecular biology interventions-like CRISPR-9.