Pozzati, Gabriele
- Department of Animal Biosciences, Swedish University of Agricultural Sciences
- Stockholm University
Abstract
Introductory bioinformatics courses can be challenging to teach. Students with a biological background may have never encountered computer science, and computer science students are likely to have minimal knowledge of biology. To improve learning, we implemented a flipped spaced-repetition course. We repeated the topics through various activities across different days while applying an unusually high number of examinations. The examinations were synergistic with the flipped classroom, encouraging reading and watching recorded lectures before in-person discussions. Additionally, they helped us structure and assess laboratory practicals. We analyzed grades, pass rates, student satisfaction, and student comments qualitatively and quantitatively over 7 years of the course, documenting progress as well as the effect of disruptions such as COVID-19 and changes in teaching staff. We share our results and insights into the opportunities and challenges of this pedagogical approach. An open online version of this course is freely provided for students and teachers.
Published in
PLoS Computational Biology
2025, volume: 21, number: 4, article number: e1012863
Publisher: PUBLIC LIBRARY SCIENCE
SLU Authors
Coulbourn Flores, Samuel
- Department of Animal Biosciences, Swedish University of Agricultural Sciences
- Stockholm University
- Department of Animal Biosciences, Swedish University of Agricultural Sciences
UKÄ Subject classification
Pedagogy
Bioinformatics (Computational Biology)
Publication identifier
- DOI: https://doi.org/10.1371/journal.pcbi.1012863
Permanent link to this page (URI)
https://res.slu.se/id/publ/142057