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Using Interactive Animations to Enhance Teaching, Learning, and Retention of Respiration Pathway Concepts in Face-to-Face and Online High School, Undergraduate, and Continuing Education Learning Environments

    Author: Sederick C. Rice1
    VIEW AFFILIATIONS HIDE AFFILIATIONS
    Affiliations: 1: University of Arkansas at Pine Bluff, Pine Bluff, AR 71601
    AUTHOR AND ARTICLE INFORMATION AUTHOR AND ARTICLE INFORMATION
    • Published 06 May 2013
    • Supplemental materials available at http://jmbe.asm.org
    • Corresponding author. Mailing address: Department of Biology, University of Arkansas, 1200 N. University Drive, Pine Bluff, AR 71601. Phone: 870-575-8849. Fax: 870-575-4602. E-mail: rices@uapb.edu.
    • ©2013 Author(s). Published by the American Society for Microbiology.
    Source: J. Microbiol. Biol. Educ. May 2013 vol. 14 no. 1 113-115. doi:10.1128/jmbe.v14i1.509
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    Abstract:

    One major tool set teachers/instructors can use is online interactive animations, which presents content in a way that helps pique students' interest and differentiates instructional content. The Virtual Cell Animation Collections (VCAC), developed from the Molecular and Cellular Biology Learning Center, has developed a series of online interactive animations that provide teacher/instructors and students with immersive learning tools for studying and understanding respiration processes. These virtual tools work as powerful instructional devices to help explain and reinforce concepts of metabolic pathways that would normally be taught traditionally using static textbook pages or by neumonic flashcards. High school, undergraduate, and continuing education students of today learn and retain knowledge differently than their predecessors. Now teachers face new challenges and must engage and assess students, within a small window during classroom instruction, but also have the skills to provide useful content in distance learning environments. Educators have to keep up with changing trends in education as a result of technological advances, higher student/teacher ratios, and the influence of social media on education. It is critical for teachers/instructors to be able to present content that not only keeps students interested but also helps bridge learning gaps. VCAC provides high school, undergraduate, and continuing education biology or life science teachers/instructors with classroom strategies and tools for introducing respiration content through free open source online resources. VCAC content supports the development of more inquiry-based classroom and distance-learning environments that can be facilitated by teachers/instructors, which helps improve retention of important respiration subject content and problem-based learning skills for students.

Key Concept Ranking

Respiration
0.9181418
Glycolysis
0.53333336
Adenosine
0.4930253
Transformation
0.43663397
0.9181418

References & Citations

1. Ainsworth S 2008 How do animations influence learning? 37 67 Robinson DH, Schraw G Current perspectives on cognition, learning, and instruction: recent innovations in educational technology that facilitate student learning Information Age Publishing Charlotte, NC
2. American Association for the Advancement of Science 2009 Vision and change in undergraduate biology education: a call to action American Association for the Advancement of Science Washing ton DC http://visionandchange.org/files/2011/03/VC-Brochure-V6-3.pdf.
3. Banchi H, Bell R 2008 The many levels of inquiry Sci Child 46 26 29
4. Briggs B, Mitton T, Smith R, Magnuson T 2009 Teaching cellular respiration and alternate energy sources with a laboratory exercise developed by a scientist-teacher partnership Am Biol Teach 71 164 167
5. O’Connell D 2008 An inquiry-based approach to teaching photosynthesis and cellular respiration Am Biol Teach 70 350 356 10.1662/0002-7685(2008)70[350:AIATTP]2.0.CO;2 http://dx.doi.org/10.1662/0002-7685(2008)70[350:AIATTP]2.0.CO;2
6. Patro ET 2008 Teaching aerobic cell respiration using the 5Es Am Biol Teach 70 85 87 10.1662/0002-7685(2008)70[85:TACRUT]2.0.CO;2 http://dx.doi.org/10.1662/0002-7685(2008)70[85:TACRUT]2.0.CO;2
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2013-05-06
2017-11-24

Abstract:

One major tool set teachers/instructors can use is online interactive animations, which presents content in a way that helps pique students' interest and differentiates instructional content. The Virtual Cell Animation Collections (VCAC), developed from the Molecular and Cellular Biology Learning Center, has developed a series of online interactive animations that provide teacher/instructors and students with immersive learning tools for studying and understanding respiration processes. These virtual tools work as powerful instructional devices to help explain and reinforce concepts of metabolic pathways that would normally be taught traditionally using static textbook pages or by neumonic flashcards. High school, undergraduate, and continuing education students of today learn and retain knowledge differently than their predecessors. Now teachers face new challenges and must engage and assess students, within a small window during classroom instruction, but also have the skills to provide useful content in distance learning environments. Educators have to keep up with changing trends in education as a result of technological advances, higher student/teacher ratios, and the influence of social media on education. It is critical for teachers/instructors to be able to present content that not only keeps students interested but also helps bridge learning gaps. VCAC provides high school, undergraduate, and continuing education biology or life science teachers/instructors with classroom strategies and tools for introducing respiration content through free open source online resources. VCAC content supports the development of more inquiry-based classroom and distance-learning environments that can be facilitated by teachers/instructors, which helps improve retention of important respiration subject content and problem-based learning skills for students.

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