In-class vs at-home: Which is better for digital interactive tutorials?
Session Type
Presentation
Room
Physics and Astronomy, room 148
Start Date
16-7-2025 4:00 PM
End Date
16-7-2025 4:30 PM
Keywords
simulation, online, biology
Primary Threads
Education Technologies and Innovative Resources
Abstract
Active learning techniques increase learning (Freeman et al, 2014). However, sustaining active learning practices as class sizes and workloads increase is challenging. One lower effort option are digital tools such as auto-scored simulation-based tutorials which implement active learning strategies. Here we ask whether it is important to use class time for such activities, or whether students will also learn when they are assigned at-home.
We study four tutorials (on experimental design, DNA replication, natural selection, and food chains) that use a mix of simulations, questions, and feedback to guide students towards understanding biological concepts. We collected data from several thousand college students enrolled in college biology classes (approved by BRANY SBER #21-031-878). Students identified their location (in-class vs at-home), and we recorded their class. We used 2-parameter logistics models to normalize scores and compared scores between locations, between classes, and determined the variance explained by either class or location.
Results
We found no significant difference with location for two tutorials. For the other two, students in-class had significantly higher scores, but with small to very small effect sizes (Cohen’s d < = 0.20). Students’ class also had small effect sizes (Cohen’s d of 0.17 – 0.27). Almost no variance in the data was explained by location, while more was explained by class.
Conclusion
Our data suggests that for well-designed interactive online activities, location may not greatly influence learning and, with caveats we’ll discuss, they can be assigned either in-class or at-home as makes sense based on the syllabus.
Elements of Engagement
Participants will be invited to play along with the tutorials in evaluation software. We will distribute logins at the beginning of the talk; please bring a device. As part of presenting our data, we'll have a collective discussion of what drives perceptions of benefits of in vs. out of class, and where those might make a difference despite our data.
In-class vs at-home: Which is better for digital interactive tutorials?
Physics and Astronomy, room 148
Active learning techniques increase learning (Freeman et al, 2014). However, sustaining active learning practices as class sizes and workloads increase is challenging. One lower effort option are digital tools such as auto-scored simulation-based tutorials which implement active learning strategies. Here we ask whether it is important to use class time for such activities, or whether students will also learn when they are assigned at-home.
We study four tutorials (on experimental design, DNA replication, natural selection, and food chains) that use a mix of simulations, questions, and feedback to guide students towards understanding biological concepts. We collected data from several thousand college students enrolled in college biology classes (approved by BRANY SBER #21-031-878). Students identified their location (in-class vs at-home), and we recorded their class. We used 2-parameter logistics models to normalize scores and compared scores between locations, between classes, and determined the variance explained by either class or location.
Results
We found no significant difference with location for two tutorials. For the other two, students in-class had significantly higher scores, but with small to very small effect sizes (Cohen’s d < = 0.20). Students’ class also had small effect sizes (Cohen’s d of 0.17 – 0.27). Almost no variance in the data was explained by location, while more was explained by class.
Conclusion
Our data suggests that for well-designed interactive online activities, location may not greatly influence learning and, with caveats we’ll discuss, they can be assigned either in-class or at-home as makes sense based on the syllabus.