The use and benefits of computer mediated learning in teaching biology

Abstract

Of increasing concern among higher education institutions is the problem of maintaining the quality of education in the face of increased student numbers and continuing funding cuts. These concerns, coupled with the advent of readily accessible and relatively cost effective computer technology, has seen a marked increase in the use of computer-based education delivery systems in universities. Much debate now centres on how effective and beneficial computer-based learning (CBL) is, particularly with respect to learning and cognitive processes (Brown et al. 1989; Rowe 1993), student performance (Mevarech et al. 1991; Stewell and Delpierre 1992; Blackmore and Britt 1993; Mevarech 1993; Chambers et al. 1995), gender and age related performance (Massoud 1991; Lee 1993; Colley et al. 1994; Dyck and Smither 1994) and software design and mode of delivery (Ahern 1993; Jackson et al. 1993; Rowe 1993; Chambers et al. 1995). Addressing these questions is difficult due to a lack of published data and because comparisons of student performance are difficult given the highly diverse ways in which CBL is approached, implemented and evaluated. One area to which CBL readily lends itself is the use of computer simulations in practical or laboratory teaching. Laboratory classes aim to teach students principles of experimental design, data collection, data processing as well as the correct usage of commonly used laboratory equipment. The application of computer simulations can be beneficial if (i) the costs of running a particular experiment are prohibitive (ii) time constraints apply e.g., growth or breeding experiments (iii) ethical or humane considerations are involved e.g., experiments involving euthanasia of large numbers of animals (iv) it is difficult to observe or manipulate the phenomenon under consideration e.g., nutrient cycling in a plant community (v) it is important that students are familiar with a piece of equipment or procedure prior to undertaking an experiment e.g., familiarity with the use of a spectrophotometer (vi) rapid and efficient feedback on a students understanding of the subject material is desirable (vii) the experiments are technically demanding (ix) require the use of dangerous or radioactive compounds. This talk will be primarily on the use of computer simulations in biology but I will talk about laboratory marking programs and tutorial assessment programs.