Through interviews with faculty, focus group interviews, and student surveys, we have explored the following research questions: What are faculty perceptions of BioORA’s impact on student learning? What are student perceptions of BioORA’s impact on their own learning and understanding?
An inductive mode of analysis of qualitative data in which patterns and themes emerge let us discover the specific technical features of BioORA that the instructors and students found useful, as well as the ways in which BioORA increased student engagement and helped students with visualization skills, which both the instructors and students recognized as fundamentally difficult for novices in the fields of biology and chemistry. Additionally, analysis revealed similarities and differences between the perceptions of instructors and students. For example, the instructors emphasized BioORA’s function as a link between specific concepts or principles and the larger context of the class, as well as its function as a link between lectures and lab sections, organic chemistry and biochemistry, what students learn in class and their future work in science, and the individual steps within the reaction.
“Faculty and Student Perceptions of Student Learning and Experiences with a 3D Simulation Program” Gunersel, A. B.; Fleming, S. A.; J. Chem. Ed., 2013, 90, 988-994.
“Bio-Organic Reaction Animations (BioORA): Student Performance, Student Perceptions, and Instructor Feedback” Gunersel, A. B.; Fleming, S. A.; Biochem. Mol. Biol. Ed., 2014, 42, 190-202.