Linda Heidenrich
SED 625
Current Event #2-The Use of Internet-Based Learning in Biology
The goal of this study was to determine the effects on knowledge retention and
learning styles when comparing an internet-based learning project with traditional lecture
teaching methods. This study was conducted in Taiwan using two tenth-grade Biology
classes taught by the same Biology teacher. The study was carried out over the period of
two months and focused on the topic of “Organisms and their Environment” (Lin, Cheng,
Chang, Hu, 2002, 239). The control group were given lectures on ecology while the
experimental group received no lectures and, instead, had to conceptualize their topics
from research on the Internet to design a portfolio which was presented to their
classmates and teacher via a Web page they designed. The students of both groups were
given a pre-test consisting entirely of multiple choice questions and a post-test consisting
of 70% multiple-choice questions and 30% short answer questions (Lin, et al., 2002,
239). Both tests were designed and graded by the biology teacher who taught the course.
The researchers analyzed the test data to determine knowledge retention and, more
importantly, effects on cognitive preferences, or learning styles. The conclusion of the
study indicated the internet-based learning group increased their tendencies toward a
questioning cognitive preference and demonstrated knowledge retention better through
short answer questions. The control group increased their tendencies toward a recall
cognitive preference and demonstrated knowledge retention better through multiple
choice questions (Lin, et al., 2002, 239).
The experimental design for this research had several areas for improvement. The
sample size for this experiment was small using only two classes, one class of 39 for the
experimental group and one class of 38 for the control group. Yet, this sample size may
have been due to the constraint of needing the same teacher for all classes involved in the
study, a necessary condition to ensure a true control group. Also, the pre-test and posttest were different in their question types causing one to critique the fact the experimental
group could have been more adept at short answer questions initially.
Also, the
experimental group was given the opportunity to demonstrate their knowledge via their
web pages prior to the post-test which gives them an unfair advantage in synthesis of
knowledge the control group did not have during the course of this research. A more fair
indication of knowledge acquisition and retention would be to have the experimental
group conduct their research on the internet and the control group takes notes on the
lectures and then both groups take the post-test as the sole indicator of knowledge
retention. A positive critique of the research includes the acquisition and analysis of
cognitive preferences before and after the study. Using the same assessment pre- and
post-study allows one to validate the differences in cognitive preferences due to the mode
of learning used during the study.
Although this study was done in Taiwan where the emphasis on education is
different than the emphasis that permeates my school, I feel the implications of this study
can be applied to my classroom in several ways. For example, I agree there is more
active engagement, regardless of activity, when students have to figure something out on
the internet due to the fact my students have been raised and educated in the technology
age. In addition, knowledge retention is higher when students have to use higher order
thinking skills, such as application and synthesis of knowledge, like the students
conducting the internet-based assignment had to synthesis knowledge for their portfolio
and apply that knowledge to a cohesive, coherent website.
Finally, variety of test
questions allow students to demonstrate knowledge regardless of learning style to give
me, as the teacher, an accurate indicator of mastery of standards.