Student Engagement in Online Learning in Introductory Biology

Abstract

Faculty who teach large lecture courses in college environments have traditionally used quiz sections or supplemental instruction to provide additional opportunities for students to engage in individualized instruction. Web-based supplements have the advantage for students of being available whenever they have time to study. However, web-based supplements are expensive to put in place and maintain. Our goal was to find ways to record student interaction and to link it to student performance on exams to examine both the learning effectiveness and the cost effectiveness of providing course materials online.