Tales from the coalface: From tragedy to triumph in a blended learning approach to the teaching of 1st year biology

In 2004 we made a significant move to blended course delivery in 1st year Biology at the University of Newcastle. Innovations included electronic delivery of course notes, laboratory instructions and other support material including interactive templates, instructional and background videos, step by step guides for data analysis and some online laboratories. Students also submitted reports electronically and used email along with peer review to provide guided feedback to each other. Online discussion boards were used to interact with students and to assist students outside of class time. We also used some automatically marked online assessment. Feedback on the implementation of a blended learning approach in Semester 1 during and after the completion of the semester showed that, although grades were strong, student and staff satisfaction levels were the lowest on record. Key issues identified were workload, quality and quantity of feedback and collusion. In the light of this feedback changes were made to the delivery in Semester 2 to reduce workload, improve feedback and minimise collusion. At the conclusion of Semester 2 overall course grades and the results of student surveys showed that grades and satisfaction were the highest on record. All this with a 40% reduction in part time teaching costs for Semester 2. We believe that our experience shows that the blended learning environment can produce an improved quality learning environment at reduced cost, although only when that environment is matched with skilled and motivated teaching staff

Design of an enquiry-based ‘Practical Only’ course for the teaching of basis skills in first year Biology

First year Biology teaching at the Callaghan Campus of the University of Newcastle has undergone a significant reorganisation in 2006. The rearrangement was conducted with the aims of increasing flexible delivery, improving student learning, reducing overall teaching effort, targeting teaching effort to biology majors and standardising course delivery throughout the university campuses. Key to the reorganisation has been the separation of the practical and lecture components of first year into distinctly separate courses. The practical course runs only in semester 2 and is compulsory for students that intend to graduate with a major in biology. Students that do not intend to continue their biology studies past 1st year are not required nor expected to enrol in the course. Separation of the courses has allowed a renewed focus on basis skills including laboratory and field techniques, the scientific method and practice, report writing and personal interaction. In this paper we present the design of this practical course and explain the process and logic we have used in its construction. Skill acquisition is situated in authentic learning contexts, employing the University campus as a unifying theme. Through an enquiry- based approach, students learn how to think as scientists, posing and testing questions rather than ‘doing the experiment’. The process of building and reinforcing skills (scaffolded learning) and the use of assessment & peer interaction to facilitate the learning process is discussed