Case study: Biochemistry without borders: a case study utilising infographics

TY - JOUR

T1 - Case study: Biochemistry without borders: a case study utilising infographics

AU - Sahai, Michelle A.

AU - Ivanova, Anna

N1 - EBC20210040

PY - 2022/4/29

Y1 - 2022/4/29

N2 - The present paper addresses a case study on the implementation of an online learning exercise utilising infographics in undergraduate Biochemistry and General Chemistry courses at the University of Roehampton (UoR) and Hostos Community College (HCC) of the City University of New York (CUNY). Students at UoR were asked to create infographics on topics related to the four major classes of biomolecules: carbohydrates, lipids, proteins and nucleic acids, and these infographics were shared with HCC students in an active learning exercise which incorporated peer evaluation and feedback. We highlight the various teaching and learning strategies, as well as the challenges related to the implementation of digital tools, in the educational process during the COVID-19 pandemic to maintain student engagement and active learning. Student feedback revealed positive learning gains on biochemistry concepts related to the four biomolecules. The exercise was viewed favourably by students, with learners indicating the acquisition of digital skills to effectively represent and visualise their understanding of biochemical concepts and explain these processes to peers.© 2022, The Author(s). Published by Portland Press Limited on behalf of the Biochemical Society. The attached document (embargoed until 29/04/2023) is an author produced version of a paper published in ESSAYS IN BIOCHEMISTRY uploaded in accordance with the publisher’s self-archiving policy. The final published version (version of record) is available online at the link. Some minor differences between this version and the final published version may remain. We suggest you refer to the final published version should you wish to cite from it.

AB - The present paper addresses a case study on the implementation of an online learning exercise utilising infographics in undergraduate Biochemistry and General Chemistry courses at the University of Roehampton (UoR) and Hostos Community College (HCC) of the City University of New York (CUNY). Students at UoR were asked to create infographics on topics related to the four major classes of biomolecules: carbohydrates, lipids, proteins and nucleic acids, and these infographics were shared with HCC students in an active learning exercise which incorporated peer evaluation and feedback. We highlight the various teaching and learning strategies, as well as the challenges related to the implementation of digital tools, in the educational process during the COVID-19 pandemic to maintain student engagement and active learning. Student feedback revealed positive learning gains on biochemistry concepts related to the four biomolecules. The exercise was viewed favourably by students, with learners indicating the acquisition of digital skills to effectively represent and visualise their understanding of biochemical concepts and explain these processes to peers.© 2022, The Author(s). Published by Portland Press Limited on behalf of the Biochemical Society. The attached document (embargoed until 29/04/2023) is an author produced version of a paper published in ESSAYS IN BIOCHEMISTRY uploaded in accordance with the publisher’s self-archiving policy. The final published version (version of record) is available online at the link. Some minor differences between this version and the final published version may remain. We suggest you refer to the final published version should you wish to cite from it.

U2 - 10.1042/EBC20210040

DO - 10.1042/EBC20210040

M3 - Article

VL - 66

SP - 65

EP - 73

JO - Essays in Biochemistry

JF - Essays in Biochemistry

SN - 0071-1365

IS - 1

ER -