Supporting Learning in the Undergraduate Biochemistry Laboratory at an Australian University Through a 3‐Phase Approach Using Technology, eNotebooks and Partnering with Students
Authors: Kuit Tracey , Barrett Jeffrey , Beck Lucinda , Paton William , Curtis Suzanne , Scifleet James 
Published: June 2021

At the University of Wollongong in Australia, Principles of Biochemistry (BIOL213) is a second year undergraduate (UG) subject/course taught to over 450 students studying a variety of degree programs. A review of this subject recommended the redesign of the laboratory section to enhance the learning experience by supporting learning outcomes and achievement of deeper learning of challenging content.To address this issue a 3‐phase approach was undertaken utilizing technology in all phases. The phased approach is a blended learning environment in which phases 1 and 3 were completed online whilst phase 2 was conducted face‐to‐face in the laboratory. Phase 1 aimed to provide an engaging online learning environment that would encourage students to learn independently and, to provide tools to help students feel better prepared and less overwhelmed for group activities encountered in class. The in‐class activities were phase 2 and utilized an electronic notebook (LabArchives) whereby students conducted experiments generating data and forming conclusions whilst collaborating in groups. The in class reports were submitted and graded through the eNotebook in groups, fostering collaboration among students. Phase 3 included post‐laboratory online quizzes that the students completed through the subject eLearning site within 3 days of the completion of the laboratory class. The aim was to test understanding and longer term retention of knowledge, whilst contextualising student understanding using a different, but related, scenario.This project included undergraduate students as partners (SAP) utilising an action research framework, where UG students who had completed the subject assisted in the design of the eNotebook and training package, the incorporation of the eNotebook into teaching, design of the evaluation tool, and dissemination of the research findings. The UG students were perfectly placed to discuss the curriculum that will underpin the eNotebook design and due to their involvement in a trial of the eNotebook they provided crucial insights into the design of the student training package.Results show over 80% of students felt the phase 1 online activities helped prepare them for the phase 2 in‐class activities and assisted their learning and over 70% felt the phase 3 online activities enhanced and reinforced their learning. However the preference from students for an electronic versus paper notebook were mixed, although over 70% of students agreed that the group discussion and collaboration assisted their learning. A comparison in assessment performance by student groups pre‐ and post‐initiative shows an improvement in performance in laboratory‐related activities. This session will present the triumphs and challenges of implementing this approach with some points to consider for those wanting to pursue similar initiatives and wanting to partner with students in curriculum design.Support or Funding InformationUniversity of Wollongong Educational Strategies Development FundThis abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.