If this activity were to be implemented in a different course and/or format, additional modifications would likely need to be made. As we found from our analyses, students who had only completed a 100-level introductory biology course did not have as great of learning gains from this activity as students who had completed upper-level biology coursework (Table 4; Supplementary Table 4). Students who have minimal experience with biology coursework may therefore benefit from additional review of foundational topics such as enzyme-substrate interactions, carbohydrate structures, and glycolysis and fermentation pathways, as pre-lesson homework for this activity. Indeed, a review might be beneficial for all students, even those in the Human Anatomy and Physiology course described here, as multiple opportunities for students to engage with specific concepts reinforces their learning (Rovick et al., 1999; Beeber and Biermann, 2007). Physical attributes of the classroom where this TTT-GI activity was implemented may also need to be taken into consideration. While we implemented the activity in a traditional, stadium-seating lecture hall with success, we acknowledge that the classroom was not at maximum capacity given the hyflex nature of the class. This allowed students in attendance to spread throughout the classroom to manipulate the kit. We do not know if the activity would have been as successful if implemented in a fully in-person lecture hall filled to maximum capacity. Regardless, instructors may want to consider seating density when implementing this activity and try to implement in classrooms with tables for students to manipulate the tactile teaching tools. Similarly, the cost of the tactile teaching tools, as well as storage space, are barriers to implementation (Ramirez and Gordy, 2020), especially for a high-enrollment course such as this for which numerous kits are needed. Internal instructional development grants may be helpful to reduce the costs associated with the TTT-GI approach. Given that we observed success in the remote implementation of this TTT-GI activity (Table 3), instructors may also consider implementing the digital version of this activity to alleviate the costs and storage burdens associated with our physical TTT-GI kit.
Lesson 8 Homework Practice Financial Literacy Course 2 Chapter 2
2ff7e9595c
Comments