Introduction of active learning techniques increases student learning in a systems physiology laboratory course

Abstract

Many laboratory courses focus on teaching experimental techniques and often do this by providing step-by-step protocols for students to follow. While this technique exposes the students to hands-on experiences and allows them to learn in a controlled environment, it does not always promote a deep understanding of the material because the students fail to construct knowledge. To address this, the sophomore-level systems physiology laboratory course has been recently modified to include more active learning. The systems physiology laboratory course is structured around measuring common physiological signals, including EMG, EEG, ECG, and pulmonary function. Students work in groups and use BIOPAC hardware and software to record and analyze these signals. Without changing the content of the class or the equipment used, active learning was introduced in 2013 at three different stages of the class: 1. Before lab: An extra lab session was offered to one team of students per section per week to develop their capacity to be peer-leaders. These students worked in groups to gain an in-depth understanding of the material to be covered the following week in lab. 2. During lab: The peer-leaders present a short lecture covering the necessary background information. Additionally, they serve as 'experts' helping their peers troubleshoot and complete the lab activities. 3. After lab: Peer-leaders write a modified in-lab protocol with detailed instructions on how to implement a new laboratory activity that reinforces the concepts learned in class. This assignment allows the students to synthesize the knowledge gained in order to develop new ideas. The resulting protocols could also be used in the future to supplement the in-lab activities. The impact of these activities was assessed using course grades and a knowledge test given at the end of the semester. Test results show a higher average grade for students that participated in active learning activities when compared to the students that learned the material in a conventional way without participating in the peer-leader sessions. Average course grades also show an increase after active learning techniques were implemented, suggesting that active learning techniques contribute to student learning in the systems physiology laboratory course. © American Society for Engineering Education, 2014.