2017 ASEE Annual Conference & Exposition

Molecules and Cells: Team-based and Multi-modal Learning Improves Comprehension and Increases Content Retention

Presented at Teaming & Collaborative Learning

This is an Evidence-Based paper which describes the impact of a form of team based (TBL) and multi-modal learning on short and long term content retention in a biomedical engineering course. Our previous work has demonstrated that students have varied learning preferences: visual, aural, kinesthetic, and read/write, with almost two-thirds preferring a multimodal approach. TBL enables us to integrate these preferences into an effective student-centric learning environment. Students scored significantly higher on the team-based assessments (group readiness assessment test or gRAT exams) than on the individual readiness assessments (iRAT exams) demonstrating the effectiveness of team based collaborative learning. In addition to the short-term knowledge gain acquired through peer instruction, we also measured long-term retention of final exam material four months’ post-final. On both the final exam and the four month post-final retest, students scored significantly higher on material taught through TBL. Thus, team based learning, which includes a combination of reading, writing, kinesthetic and aural methods of learning, demonstrated significant short- and long-term gains in content retention.

  1. Eileen Haase PhD Johns Hopkins University [biography]
  2. Dr. Harry R. Goldberg Johns Hopkins School of Medicine

The full paper will be available to logged in and registered conference attendees once the conference starts on June 24, 2017, and to all visitors after the conference ends on June 28, 2018

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