Effectiveness of Scientific Literacy and Communication E-Modules in a Molecular Biology Course: A Qualitative and Quantitative Analysis
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| Title: | Effectiveness of Scientific Literacy and Communication E-Modules in a Molecular Biology Course: A Qualitative and Quantitative Analysis |
|---|---|
| Language: | English |
| Authors: | Meghan Kates, Alexa Fitzpatrick, Yupeng Zhang, Alison Gibbs (ORCID |
| Source: | Biochemistry and Molecular Biology Education. 2026 54(3):226-242. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Scientific Literacy, Molecular Biology, Electronic Learning, Science Instruction, Instructional Effectiveness, Undergraduate Students, College Science, Critical Thinking, Communication Skills, Active Learning, Learner Engagement, Foreign Countries |
| Geographic Terms: | Canada (Toronto) |
| DOI: | 10.1002/bmb.70043 |
| ISSN: | 1470-8175 1539-3429 |
| Abstract: | In previous work, we described the development and implementation of new pedagogical practices aimed at enhancing literacy, critical thinking, and communication skills development in a third-year undergraduate molecular biology course. The online nature and large size of the course presented challenges regarding student engagement and access to adequate support. To address these issues, we created four assignments (Journal Article, TED-style Talk, Reflective, and Concept Map) to build scientific literacy skills. To develop the intended skills, we designed interactive e-learning modules with active learning opportunities and practice activities to provide effective feedback. Here, we present an evaluation of the outcomes of this work by comparing student engagement in the modules with learning outcomes and academic performance indicators. The majority of students indicated that the e-modules were conducive to their learning and acquisition of scientific literacy skills. Additionally, most students found that all individual e-modules and associated assignments supported their learning, with somewhat lower agreeance among students regarding the Journal Article assignment. This feedback and student performance on the assignment supported our hypothesis that students lack practice developing these skills earlier in their education. Overall, there was a trend showing that higher student engagement with the e-modules was associated with higher assignment scores and final grades. Therefore, the e-modules and assignments supported the goals of improving targeted skills and contributed to an overall positive learning environment for students. These data demonstrate the utility of online e-modules for student learning and the usefulness of learning analytics data to better understand the student experience. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506721 |
| Database: | ERIC |
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