A Project-based learning approach to protein biochemistry suitable for both face-to-face and distance education students

Robyn Prior, Jade Forwood

    Research output: A Conference proceeding or a Chapter in BookConference contribution

    Abstract

    Flexible learning approaches are being increasingly adopted within universities to improve the learning outcomes for students. Online, distance and project-based learning are examples of teaching and learning methods that have gained popularity due to their ability to deliver course outcomes in a flexible manner. At Charles Sturt University, students undertaking the degree of Bachelor of Biotechnology can study all subjects in either face-to-face or distance education modes. Prior to 2006, one core second-year subject within the course, Protein Biochemistry, was delivered in a more 'traditional' style to both cohorts of students. Face-to-face students were given didactic lectures on protein structure, function and analysis techniques, while distance education students were provided with a study guide, lecture notes, and a prescribed text. Laboratory practicals were also a component of the subject, completed by distance education students at an on-campus residential school. Both cohorts of students had access to an online subject page where they could discuss subject material on a forum and access learning resources such as tutorial worksheets. Students evaluated in 2003-2005 felt that the subject was difficult, were not able to see connections between different subject topics and frequently performed poorly in the subject examinations. As the assessment was predominantly ... [more]exam-based, students were particularly focused on 'what will be in the exam' rather than the subject material. In response to both staff and student feedback, alternative learning and teaching approaches were considered. In 2006, the project-based learning (PrBL) pedagogy was implemented into both face-to-face and distance education modes, fully replacing traditional lectures, study guides and examinations with a project-based curriculum. In this paper the authors present a description of the PrBL approach used simultaneously in both face-to-face and distance education modes to teach Protein Biochemistry. A preliminary evaluation of the implementation of this approach is also included.
    Original languageEnglish
    Title of host publicationSymposium Proceedings: Science Teaching and Learning Research including Threshold Concepts
    EditorsIan Johnston
    Place of PublicationAustralia
    PublisherUniServe Science
    Pages181-188
    Number of pages8
    ISBN (Print)9781742100050
    Publication statusPublished - 2007
    EventUniserve Science Symposium - Sydney, Australia
    Duration: 28 Sep 200729 Sep 2007

    Conference

    ConferenceUniserve Science Symposium
    CountryAustralia
    CitySydney
    Period28/09/0729/09/07

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    education
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    bachelor
    learning method
    biotechnology
    teaching method
    didactics
    popularity
    staff
    curriculum

    Cite this

    Prior, R., & Forwood, J. (2007). A Project-based learning approach to protein biochemistry suitable for both face-to-face and distance education students. In I. Johnston (Ed.), Symposium Proceedings: Science Teaching and Learning Research including Threshold Concepts (pp. 181-188). Australia: UniServe Science.
    Prior, Robyn ; Forwood, Jade. / A Project-based learning approach to protein biochemistry suitable for both face-to-face and distance education students. Symposium Proceedings: Science Teaching and Learning Research including Threshold Concepts. editor / Ian Johnston. Australia : UniServe Science, 2007. pp. 181-188
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    abstract = "Flexible learning approaches are being increasingly adopted within universities to improve the learning outcomes for students. Online, distance and project-based learning are examples of teaching and learning methods that have gained popularity due to their ability to deliver course outcomes in a flexible manner. At Charles Sturt University, students undertaking the degree of Bachelor of Biotechnology can study all subjects in either face-to-face or distance education modes. Prior to 2006, one core second-year subject within the course, Protein Biochemistry, was delivered in a more 'traditional' style to both cohorts of students. Face-to-face students were given didactic lectures on protein structure, function and analysis techniques, while distance education students were provided with a study guide, lecture notes, and a prescribed text. Laboratory practicals were also a component of the subject, completed by distance education students at an on-campus residential school. Both cohorts of students had access to an online subject page where they could discuss subject material on a forum and access learning resources such as tutorial worksheets. Students evaluated in 2003-2005 felt that the subject was difficult, were not able to see connections between different subject topics and frequently performed poorly in the subject examinations. As the assessment was predominantly ... [more]exam-based, students were particularly focused on 'what will be in the exam' rather than the subject material. In response to both staff and student feedback, alternative learning and teaching approaches were considered. In 2006, the project-based learning (PrBL) pedagogy was implemented into both face-to-face and distance education modes, fully replacing traditional lectures, study guides and examinations with a project-based curriculum. In this paper the authors present a description of the PrBL approach used simultaneously in both face-to-face and distance education modes to teach Protein Biochemistry. A preliminary evaluation of the implementation of this approach is also included.",
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    Prior, R & Forwood, J 2007, A Project-based learning approach to protein biochemistry suitable for both face-to-face and distance education students. in I Johnston (ed.), Symposium Proceedings: Science Teaching and Learning Research including Threshold Concepts. UniServe Science, Australia, pp. 181-188, Uniserve Science Symposium, Sydney, Australia, 28/09/07.

    A Project-based learning approach to protein biochemistry suitable for both face-to-face and distance education students. / Prior, Robyn; Forwood, Jade.

    Symposium Proceedings: Science Teaching and Learning Research including Threshold Concepts. ed. / Ian Johnston. Australia : UniServe Science, 2007. p. 181-188.

    Research output: A Conference proceeding or a Chapter in BookConference contribution

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    AU - Forwood, Jade

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    M3 - Conference contribution

    SN - 9781742100050

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    BT - Symposium Proceedings: Science Teaching and Learning Research including Threshold Concepts

    A2 - Johnston, Ian

    PB - UniServe Science

    CY - Australia

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    Prior R, Forwood J. A Project-based learning approach to protein biochemistry suitable for both face-to-face and distance education students. In Johnston I, editor, Symposium Proceedings: Science Teaching and Learning Research including Threshold Concepts. Australia: UniServe Science. 2007. p. 181-188