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ERIC Number: EJ1298706
Record Type: Journal
Publication Date: 2021-Apr
Pages: 23
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0157-244X
EISSN: N/A
Enhancing Scientific Communication Skills: A Real-World Simulation in a Tertiary-Level Life Science Class Using E-Learning Technology in Biomedical Literature Perception, Reflective Review Writing on a Clinical Issue, and Self and Peer Assessments
Eppler, Elisabeth; Meyer, Jan; Serowy, Steffen; Link, Karl; Pauk, Barbara; Filgueira, Luis
Research in Science Education, v51 n2 p277-299 Apr 2021
This educational study aimed to explore the feasibility and acceptance of a literacy exercise adopted from the real world of scientific publishing in a cell and tissue biology course. For that purpose, a tertiary-level multimodality science course, which integrated a blended learning faculty and student lectures, journal club, and wet laboratory sessions including a research project as well as examinations, was complemented by essay writing of a review and peer reviewing of five manuscripts. All tasks contributed to the final course mark. Special emphasis was laid on the usability of different E-Learning applications for scientific writing and teacher- and peer-assessment procedures. Further, potential influences of student characteristics on their peer- and self-assessments as well as their acceptance of the feedback from their peers were evaluated. Seventy-five undergraduate students from different Bachelor programs were included in the study. Plagiarism check and double-blind assessments of the essays were performed using "Turnitin.com." Students self-assessed their paper and received feedback from five peers and the teacher. Peer assessment was more severe than the teacher- or self-assessment, and the peer mark correlated best with the final course mark. Students with better marks assessed more generously, and there had moderate tendencies for influences of gender and background on peer feedback behavior. The students perceived the writing and assessment exercises, especially being peer-assessed, as demanding, but rewarding and a great learning experience. The additional tasks were feasible using E-Learning technology, which should foster future biomedical courses to train writing skills and the ability to cope with different roles in the scientific community.
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://bibliotheek.ehb.be:2123/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A