Demonstrator training needs to be active and focused on personalized student learning in bioscience teaching laboratories

Autor: Elliott J. Stollar, Raheela Awais

Publikováno v: FEBS Open Bio, Vol 11, Iss 11, Pp 2888-2901 (2021)
FEBS Open Bio

Demonstrators spend significant time with students on a weekly basis in instructional laboratories and are well poised to offer students meaningful learning. Most often, effective demonstrator training is neglected due to time and resource restraints

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::1c88e87b3c0038e3d4d1b25f44c3b02c
https://doaj.org/article/d98234912ab94b53a73e7af592405165

A Sandwich‐model experiment with personal response systems on epigenetics: insights into learning gain, student engagement and satisfaction

Autor: Georgia Katsioudi, Efterpi Kostareli

Publikováno v: FEBS Open Bio, Vol 11, Iss 5, Pp 1282-1298 (2021)
Katsioudi, G & Kostareli, E 2021, ' A Sandwich-model experiment with personal response systems on epigenetics: insights into learning gain, student engagement and satisfaction ', FEBS open bio, vol. 11, no. 5, pp. 1282-1298 . https://doi.org/10.1002/2211-5463.13135
FEBS Open Bio

Current trends in Higher Education Pedagogies include an ongoing discussion about active learning strategies. Technology‐based interventions such as personal response systems (PRS) have gained momentum, especially since the advent of cloud‐/web�

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::be8feab02f9cea5e643c56d23c00c799
https://doaj.org/article/ea50e2dc4c5941d4bda9d6bcbe106ba3

Self‐selecting peer groups formed within the laboratory environment have a lasting effect on individual student attainment and working practices

Autor: David Smith, Susan G. Campbell, Holly Shaw, Melissa M. Lacey

Publikováno v: FEBS Open Bio
FEBS Open Bio, Vol 10, Iss 7, Pp 1194-1209 (2020)

Within the present study, we investigate the lasting effect of laboratory peer group interactions on the end of year attainment of Biosciences and Chemistry students. By asking students to identify who they primarily work with within the laboratory e

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::4a9291e707e8942df6be811aee49fca8
http://europepmc.org/articles/PMC7327925

Teaching, research or balanced? An exploration of the experiences of biomedical scientists working in UK medical schools

Autor: John C. McLachlan, Darrell J. Evans, David R. Bristow, Helen Watson, Steve Capey, Tracey Collett, James Edwards

Publikováno v: Febs Open Bio
FEBS Open Bio
FEBS Open Bio, Vol 11, Iss 11, Pp 2902-2911 (2021)

Driven by demand for high standards in university education, efforts have been made in the UK to address the perceived imbalance between teaching and research. However, teaching is still perceived by many as having less credibility and is attributed

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::16e4a60c973f960f4e300b6ffe493c69

A new academic performance indicator for the first term of first‐year science degrees students at La Laguna University: a predictive model

Autor: Beatriz Abdul-Jalbar, Roberto Dorta-Guerra, Rodrigo Trujillo-González, Isabel Marrero, Néstor V. Torres

Publikováno v: FEBS Open Bio
FEBS Open Bio, Vol 9, Iss 9, Pp 1493-1502 (2019)

Academic performance during the first year of university is correlated with future academic success, and is considered to be a determining factor in the reduction of dropouts. In the present study, we describe a new academic performance indicator for

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::dfcf45dd22b62472a1d8d333d3e7ebee
https://doi.org/10.1002/2211-5463.12707