Introduction
We
share a vision with a growing number of educators that true learning in the
classroom occurs by doing, when faculty provide students with the opportunity to
apply knowledge gained actively and collaboratively to problems in ways that
complement individual leaning styles. Although technology has been viewed as a
powerful enabling tool in this regard, its potential contributions to the
learning environment have been limited by cost and by spiraling enrollments that
lead to increased class size, especially in public institutions. Growing student
numbers typically has fostered "classic" lecture styles and passive learning; it
is not surprising that these environments are also notorious for promoting
disinterest and low motivation among students. To combat this trend, we tested a
model using relatively inexpensive, wirelessly networked, handheld devices to
transform the traditional lecture-based classroom into an environment that
promotes active and problem-based learning.
Use of Palms
Drs.
Black, Niedzlek-Feaver and Brizuela utilized a classroom set of Wi-Fi
enabled Palm PDAs in three classes: Evolution, Developmental Anatomy and
Histology of the Vertebrates, and Principles of Embryonic Development.
The Palms were Tungsten
T5 models equipped with Wi-Fi cards. Separate Palm keyboards were used when
writing was part of the classroom assignment. When not in use, the equipment was
stored on a cart equipped with chargers for each Palm unit. Although the
classrooms were Wi-Fi enabled, we had sporadic problems logging into Nomad and
chose to use an Airport base station instead.
The students worked in groups of 3-4 (Evolution) or in pairs (Developmental Anatomy), sharing one Palm within each group. Students in the Embryonic Development class worked independently, with each student using a Palm. The Palms were utilized to enhance classroom activities in several ways, including the construction of concept maps.
Assessment
Students filled out
questionnaires outside
of class after each exercise, 5 in Evolution and 9 in Developmental Anatomy.
Evolution students also kept a journal. During the class exercise utilizing
concept maps, the Evolution class was held in a computer-equipped room. Students
were divided into 3 groups that used paper, computers, and Palms, respectively,
to complete the assignment. Student preference of tools for constructing and
sharing the maps was subsequently assessed. On one day in Developmental anatomy,
two graduate student assistants observed students during a class exercise and
filled out forms using a detailed rubric to assess student engagement,
collaboration and use of the Palms. In the Embryonic Development class, students
filled out questionnaires after 2 class exercises.
Analysis of the questionnaires in Evolution (Table 1) revealed that a large majority of students believed that the class exercises enhanced their ability to communicate ideas, share content with other students, and understand concepts. Most students (83%) attributed their enhanced understanding of concepts to working with a partner rather then to working with the Palms (28%). Improvement of student comprehension was supported by Dr. Niezlek-Feaver's finding that the students performed better on exam essay questions related to concepts than in previous years when active learning was not utilized (data not shown). An interesting result on preference of tools revealed that students preferred paper for constructing concept maps, but computers for documenting and sharing the maps. Use of Palms was rated below computers for all 3 activities, but higher than paper for documenting concept maps.
In Developmental Anatomy classes, questionnaires also revealed a student belief that the classroom exercises enhanced learning. The data from one typical questionnaire is shown in Table 2. Again, a majority of students thought that the exercise enhanced their understanding of concepts (71%) and working with a partner was judged more valuable than working with the Palms (86% vs. 71%). Analysis of student behavior during this exercise revealed that students spent most of their time using the Palm while working on the assignment. However, there was no correlation between student engagement, collaboration or time spent using the Palm with their subsequent grades on the essay written in class. This was due in part to differences in student efficiency. For example, student pair 3 worked hard, finished the assignment early, and spent the remainder of class discussing other topics. Hence, they received a low score on engagement, but the highest score on their essay. Data on class exercises in which on-line quizzes formed the basis of subsequent class discussion are shown in Table 3. Again, most students believed that the exercises enhanced understanding of concepts (70%) and that working with a partner was helpful (85%), but there was no difference in student scores on quizzes taken in class with a partner vs. outside of class working alone.
The Embryonic Development class used the Palms only twice. After the first class exercise with Palms, students rated the Palms as only slightly useful (a score of 2.5 for usefulness on a 1--5 scale). After the second class exercise, questionnaires revealed a student belief that the exercise enhanced their ability to communicate ideas (100%) and to share content (86%), but not necessarily their understanding of biological concepts (42%). This presumably reflects the fact that the exercise was designed to help students pick a project topic rather than to study new concepts during class. Only 29% of these students thought that the Palms positively impacted their work.
Student Comments
Most students
valued the active-learning exercises and appreciated the ability to access the
Internet during class. They especially liked the collaborative aspects; a
frequent comment was “Two heads are better than one.” Students in Evolution had
access to desktop computers as well as Palms for their classroom exercises
during the semester, and generally were more critical of the Palms than students
in Developmental Anatomy, who used only Palms. However, both groups of students
noted that laptop computers would be preferable to Palms for most types of
classroom exercises. Additionally, students and instructors in all three classes
noted several negative aspects of Palm usage, related to technical
problems.
Summary
We found that active-learning
exercises utilizing the Internet did stimulate critical thinking and interaction
among students. The students, themselves, consistently rated “understanding of
biological concepts” as the most valuable learning outcome of the exercises and
indicated that “working with a partner or group” was highly useful in the
learning process. The Palms were successfully utilized during class for making
concept maps, locating articles and images on the Internet, writing essays, and
taking on-line quizzes. Palms worked best (fewest technical problems) with the
quiz-based exercises, and this format did stimulate subsequent class
discussions.
We conclude that access to the Internet is very useful for
active and collaborative learning during class. However, Palm handheld computers
are not adequate for many of these exercises. Furthermore a series of minor
technical problems plus tediousness of use can discourage students and generate
negative attitudes. We recommend that laptop computers be used for classroom
exercises and hope to use inexpensive Apple ibooks in the future.