Web-base Instructional Design (WEB-BID) Enhances Education and Training in the Biomedical Sciences
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AbstractNumerous studies illustrate that teaching metacognitive skills improves learning across the domains including sciences. This study investigated the effects of using an organizational learning strategy during web-based instructional design (WEB-BID), on performance and cognitive monitoring skills among biomedical graduate students at Vanderbilt University. We hypothesized that organizing material using such strategies will enhance the development of skills and increase test performance. Subjects were divided into four treatment groups, based on the level of task required during their neuroscience class. In the WEB-BID version of the class will require students to provide objectives and reorganize a given class lecture then they will use it as their material to teach others.