Haase, E., & Phan, B. N., & Goldberg, H. R. (2017, June), Molecules and Cells: Team-based and Multi-modal Learning Improves Comprehension and Increases Content Retention  Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--28685

\bibitem{asee_peer_28685}
  Haase, E., \& Phan, B. N., \& Goldberg, H. R. (2017, June), \emph{Molecules and Cells: Team-based and Multi-modal Learning Improves Comprehension and Increases Content Retention}
  Paper presented at 2017 ASEE Annual Conference \& Exposition, Columbus, Ohio.
  10.18260/1-2--28685

Eileen Haase PhD, BaDoi Nguyen Phan, and Harry R. Goldberg.  "Molecules and Cells: Team-based and Multi-modal Learning Improves Comprehension and Increases Content Retention".  2017 ASEE Annual Conference & Exposition, Columbus, Ohio, 2017, June.  ASEE Conferences, 2017.  https://peer.asee.org/28685 Internet.  18 Dec, 2024

\bibitem{asee_peer_28685}
  Eileen Haase PhD, BaDoi Nguyen Phan, and Harry R. Goldberg.
  "Molecules and Cells: Team-based and Multi-modal Learning Improves Comprehension and Increases Content Retention".
  \emph{2017 ASEE Annual Conference \& Exposition, Columbus, Ohio, 2017, June}.
  ASEE Conferences, 2017.
  https://peer.asee.org/28685 Internet.  18 Dec, 2024

@INPROCEEDINGS{asee_peer_28685
author = "Eileen Haase PhD, BaDoi Nguyen Phan, and Harry R. Goldberg"
title = "Molecules and Cells: Team-based and Multi-modal Learning Improves Comprehension and Increases Content Retention"
booktitle = "2017 ASEE Annual Conference \& Exposition"
year = "2017"
month = "June"
address = "Columbus, Ohio"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/28685}
number = {10.18260/1-2--28685}
}

TY  - CPAPER
AB  - This is an Evidence-Based paper which describes the impact of a form of team based (TBL) and multi-modal learning on short and long term content retention in a biomedical engineering course. Our previous work has demonstrated that students have varied learning preferences: visual, aural, kinesthetic, and read/write, with almost two-thirds preferring a multimodal approach. TBL enables us to integrate these preferences into an effective student-centric learning environment. Students scored significantly higher on the team-based assessments (group readiness assessment test or gRAT exams) than on the individual readiness assessments (iRAT exams) demonstrating the effectiveness of team based collaborative learning. In addition to the short-term knowledge gain acquired through peer instruction, we also measured long-term retention of final exam material four months’ post-final. On both the final exam and the four month post-final retest, students scored significantly higher on material taught through TBL. Thus, team based learning, which includes a combination of reading, writing, kinesthetic and aural methods of learning, demonstrated significant short- and long-term gains in content retention. 
AU  - Eileen Haase PhD
AU  - BaDoi Nguyen Phan
AU  - Harry R. Goldberg
CY  - Columbus, Ohio
DA  - 2017/06/24
PB  - ASEE Conferences
TI  - Molecules and Cells: Team-based and Multi-modal Learning Improves Comprehension and Increases Content Retention
UR  - https://peer.asee.org/28685
DO  - 10.18260/1-2--28685
ER  -