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Learn before Lecture: A Strategy That Improves Learning Outcomes in a Large Introductory Biology Class

Department of Developmental and Cell Biology, University of California, Irvine, Irvine, CA 92697-1280

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,

Adrienne Williams

Department of Developmental and Cell Biology, University of California, Irvine, Irvine, CA 92697-1280

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,

Nancy Aguilar-Roca

Department of Developmental and Cell Biology, University of California, Irvine, Irvine, CA 92697-1280

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, and

Diane K. O'Dowd

Department of Developmental and Cell Biology, University of California, Irvine, Irvine, CA 92697-1280

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Barbara Wakimoto, Monitoring Editor

Published Online:13 Oct 2017https://doi.org/10.1187/cbe.10-04-0063

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- PowerPoint: avoiding the slide to damnation
  2 January 2018 | Advances in Psychiatric Treatment, Vol. 19, No. 1
- The Role of the Lecturer as Tutor: Doing What Effective Tutors Do in a Large Lecture Class
  William B. Wood, and
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  13 October 2017 | CBE—Life Sciences Education, Vol. 11, No. 1
- Assessment of Learning Gains Associated with Independent Exam Analysis in Introductory Biology
  Adrienne E. Williams,
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  13 October 2017 | CBE—Life Sciences Education, Vol. 10, No. 4
- The effects of formative assessment pre-lecture online chapter quizzes and student-initiated inquiries to the instructor on academic achievement
  13 October 2011 | Educational Research and Evaluation, Vol. 17, No. 4
- Substance Use and Dependence Education in Predoctoral Dental Curricula: Results of a Survey of U.S. and Canadian Dental Schools
  1 August 2011 | Journal of Dental Education, Vol. 75, No. 8
- Innovative Higher Education Teaching and Learning Techniques: Implementation Trends and Assessment Approaches
- Work in Progress: STEM Energy Education in California's San Joaquin Valley
- Flipping the Classroom in a Teacher Education Course
- The Effects of Flipped Classrooms on English Composition Writing in an EFL Environment
- Understanding Flipped Instructions and How They Work In the Real World
- Pedagogical Rationale for Flipped Learning and Digital Technology in Second Language Acquisition
- Flipping the Academic Writing Classroom
- Academic Writing in the Flipped EFL Classroom
- Pedagogical Rationale for Flipped Learning and Digital Technology in Second Language Acquisition
- Academic Writing in the Flipped EFL Classroom

Vol. 9, No. 4

December 01, 2010

379-553

Supplemental Materials

Metrics

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Downloads: 2482

Citations: 211

History

Submitted: 22 April 2010

Revised: 4 September 2010

Accepted: 5 September 2010

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Information

© 2010 The American Society for Cell Biology under license from the author(s).

ACKNOWLEDGMENTS

We thank Dr. Rahul Warrior for participating in creating and implementing LBLs and all of our students in Bio 93 2007–2009. This research was funded by a grant from the Howard Hughes Medical Institute (HHMI) Professor Program (to D.K.O.).