Problem-based learning in an on-line biotechnology course

215 Pages·2017·4.74 MB·English

Iowa State University Capstones, Theses and
Retrospective Theses and Dissertations
Dissertations
2005
Problem-based learning in an on-line
biotechnology course
James Daniel Cheaney
Iowa State University
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Cheaney, James Daniel, "Problem-based learning in an on-line biotechnology course " (2005).Retrospective Theses and Dissertations.
1720.
https://lib.dr.iastate.edu/rtd/1720
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Problem-based learning in an on-line biotechnology course
by
James Daniel Cheaney
A dissertation submitted to the graduate faculty
in partial fulfillment of the requirements for the degree of
DOCTOR OF PHILOSOPHY
Major: Zoology
Program of Study Committee:
Thomas S. Ingebritsen, Major Professor
Michael P. Clough
M. Duane Enger
John M. Pleasants
David R. Russell
Iowa State University
Ames, Iowa
2005
UMI Number: 3200407
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ii
Graduate College
Iowa State University
This is to certify that the doctoral dissertation of
James Daniel Cheaney
has met the dissertation requirements of Iowa State University
Signature was redacted for privacy.
Major Profes
Signature was redacted for privacy.
For tl aj Program
iii
DEDICATION
This dissertation is dedicated to the memory of
James R. "Sarge" Cheaney
1931- 1997
whose love of learning and unquenchable thirst for knowledge
is the inspiration for my never-ending quest
to become not just a scholar,
but a sage.
iv
TABLE OF CONTENTS
LIST OF FIGURES vi
LIST OF TABLES viii
ACKNOWLEDGEMENTS ix
ABSTRACT xii
CHAPTER 1. INTRODUCTION 1
CHAPTER 2. LITERATURE REVIEW 6
Science and Science Education: The Need for Reform 6
Problem-Based Learning (PBL) 11
What is PBL? 11
History of PBL 15
Constructivism and PBL 20
Philosophy of Constructivism 20
Impact of Constructivism on Science and PBL Pedagogy 30
Pedagogical Concerns in PBL at the Dawn of the 21st Century 33
Cooperative Learning 33
PBL and Electronic Distance Education 34
History of Distance Education Technology 35
Early History 35
Electronic Revolution 36
Birth of the Internet 37
Distance Education Pedagogy 39
Generations of Distance Education Design 39
Interaction 42
The Future of Distance Education 44
Potential of Distance Education Technology to Revolutionize PBL 46
V
CHAPTER 3. DESIGN OF THE PROBLEM-BASED LEARNING UNIT 50
The Course 50
Huntington Disease 55
The PBL Unit - General Overview 60
The Problem 60
Text-based PBL Unit: An Overview 61
Robert's World: An Overview 62
Writing and Scientific Literacy 67
Assessment: The Importance of Writing 67
The Importance of the Audience 68
The Role of the Audience 71
Reader-Based Prose 74
CHAPTER 4. PROBLEM-BASED LEARNING IN AN ON-LINE COURSE:
A CASE STUDY 76
Abstract 76
Introduction 77
Design of the Problem-Based Learning Unit and Assessment 80
Evaluation 87
Discussion 90
Conclusion 97
CHAPTER 5. DESIGN AND ASSESSMENT OF IMMERISVE PROBLEM-BASED
LEARNING IN AN ON-LINE BIOTECHNOLOGY COURSE 100
Abstract 100
Introduction 101
Design of the Problem-Based Learning Unit - "Robert's World" 105
Authentic Learning Activities 115
Evaluation and Discussion 120
Conclusion 133
CHAPTER 6. CONCLUSIONS 135
On-Line PBL and Student Learning 135
Student Attitudes about On-Line PBL 142
Recommendations for Adopting PBL in an On-Line Class 146
Final Conclusions 152
APPENDIX A. EXAM QUESTIONS FOR TEXT-BASED PBL UNIT 154
APPENDIX B. EXAM QUESTIONS FOR ROBERT'S WORLD 163
APPENDIX C. STUDENT EVALUATION QUESTIONS 169
REFERENCES 172
vi
LIST OF FIGURES
Page
FIGURE 1. Homepage for Biotechnology in Agriculture, Food and Human Health. 52
FIGURE 2. Example of on-line slide in the biotechnology class. 53
FIGURE 3. Example of an on-line authentic learning assignment in the biotechnology
class. 53
FIGURE 4. Example of Discussion Forum in the biotechnology class. 54
FIGURE 5. Introductory slide to the text-based PBL unit (Fall 1998 - Fall 2003). 61
FIGURE 6. Layout of Robert's World. 64
FIGURE 7. Layout of Robert's World. 108
FIGURE 8. Layout of Robert's home in Robert's World. 109
FIGURE 9. Robert discusses his feelings about Huntington disease and his mother's
battle with the disease. 110
FIGURE 10. Layout of Genetic Testing Lab in Robert's World. 111
FIGURE 11. A lab technician with the Molecular Diagnostic Lab at the University of
Minnesota Medical Center, Fairview, prepares DNA samples for
electrophoresis. 112
FIGURE 12. Layout of Genetic Counselor's Office in Robert's World. 113
FIGURE 13. Bonnie LeRoy, director of graduate studies in genetic counseling at the
University of Minnesota, talks about the profession of genetic counseling
and some of the issues that Robert's genetic counselor might encounter.
Looking on is Dr. Dianne Battels, a bioethicist at the University of
Minnesota. 113
Vil
FIGURE 14. During the semester in which we first introduced Robert's World
(Spring 2004), extensive use of Robert's World only occurred
immediately before the exam was due. 128
FIGURE 15. An example of a semester after assignments were embedded within
Robert's World; in this case, Fall 2004. 128
viii
LIST OF TABLES
Page
TABLE 1. Summary of constructivist philosophies. 22
TABLE 2. Summary of characteristics of two versions of PBL unit used in
biotechnology course. 87
TABLE 3. Scores for post-unit exam, overall grade for course, and assignments used
in PBL format for genetic diagnosis unit compared to scores using
lecture-based format for genetic diagnosis unit. 89
TABLE 4. Student evaluation ratings in response to the problem-based learning unit
in an on-line biotechnology course. 90
TABLE 5. Scores for authentic learning assignments used in immersive PBL format
for genetic diagnosis. 122
TABLE 6. Average scores for Robert's World exam ("Exam 3") for each semester
compared to average exam scores for two other exams (from other
portions of the class taught via a lecture-based environment) for each
semester. 123
TABLE 7. Scores for post-unit exams from 4 semesters that an immersive PBL unit
was adopted. 124
TABLE 8. Student evaluation ratings in response to the problem-based learning unit
in an on-line biotechnology course. 130