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Design and Revision of an Open-Educational Resource Microbiology Lab Manual Using Student Feedback

    Authors: Joan Petersen1,*, Susan K. McLaughlin1
    VIEW AFFILIATIONS HIDE AFFILIATIONS
    Affiliations: 1: Department of Biological Sciences and Geology, Queensborough Community College, Bayside, NY 11364
    AUTHOR AND ARTICLE INFORMATION AUTHOR AND ARTICLE INFORMATION
    • Received 27 January 2017 Accepted 12 June 2017 Published 01 September 2017
    • ©2017 Author(s). Published by the American Society for Microbiology
    • [open-access] This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial-NoDerivatives 4.0 International license (https://creativecommons.org/licenses/by-nc-nd/4.0/ and https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode), which grants the public the nonexclusive right to copy, distribute, or display the published work.

    • Supplemental materials available at http://asmscience.org/jmbe
    • *Corresponding author. Mailing address: Department of Biological Sciences and Geology, Queensborough Community College, 222-05 56th Avenue, Bayside, NY 11364. Phone: 718-631-6048. E-mail: JPetersen@qcc.cuny.edu.
    Source: J. Microbiol. Biol. Educ. September 2017 vol. 18 no. 2 doi:10.1128/jmbe.v18i2.1302
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    Abstract:

    Open educational resources are becoming increasingly important in higher education, and are a valuable resource for instructors who want to customize course content while saving their students money. We designed, revised, and assessed an open educational resource for our Principles of Microbiology course. Student feedback was used to guide the revisions, which took place over the course of several semesters. Student survey responses to lab manual content were very positive, and students overwhelmingly favored a no-cost online manual over one that is commercially published. The process we used to develop this lab manual serves as an example for others who might want to develop their own customized materials for their courses.

Key Concept Ranking

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References & Citations

1. Gurrell S, Wiley D2009Context and catalyst: A decade of development…Open Learn24112110.1080/02680510802627746 http://dx.doi.org/10.1080/02680510802627746
2. Tuomi I2013Open educational resources and the transformation of educationEurop J Educ481587810.1111/ejed.12019 http://dx.doi.org/10.1111/ejed.12019
3. Hilton JR2016Open educational resources and college textbook choices: a review of research on efficacy and perceptionsEduc Tech Res Dev6457359010.1007/s11423-016-9434-9 http://dx.doi.org/10.1007/s11423-016-9434-9
4. Reynolds J2006The importance of microbiology to nursing studentsFocus Microbiol Educ12279
5. Anderson L, Krathwohl R, Airasian P, Cruikshank K, Mayer R, Pintrich P, Raths J, Wittrock M2001Taxonomy for learning, teaching, and assessing: a revision of Bloom’s taxonomyLongmanNew York, NY
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2017-09-01
2017-11-25

Abstract:

Open educational resources are becoming increasingly important in higher education, and are a valuable resource for instructors who want to customize course content while saving their students money. We designed, revised, and assessed an open educational resource for our Principles of Microbiology course. Student feedback was used to guide the revisions, which took place over the course of several semesters. Student survey responses to lab manual content were very positive, and students overwhelmingly favored a no-cost online manual over one that is commercially published. The process we used to develop this lab manual serves as an example for others who might want to develop their own customized materials for their courses.

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Figures

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FIGURE 1

Results of student survey evaluating OER lab manual (combined data for fall 2015 and spring 2016 semesters). Bars represent percentages for each response. SA = strongly agree; A = agree; N = neutral; D = disagree; SD = strongly disagree; OER = open educational resource. N = 250–255 (exact numbers vary due to some questions being left blank).

Source: J. Microbiol. Biol. Educ. September 2017 vol. 18 no. 2 doi:10.1128/jmbe.v18i2.1302
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Image of FIGURE 2

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FIGURE 2

Results of assessment quiz questions for the fall 2015 and spring 2016 semesters. Values given as % of the total students answering each question. N = 206–258 (numbers vary due to students missing quizzes or withdrawing from the course). Quiz questions and Bloom’s Taxonomy category are listed in Table 2 .

Source: J. Microbiol. Biol. Educ. September 2017 vol. 18 no. 2 doi:10.1128/jmbe.v18i2.1302
Download as Powerpoint

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