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A novel active learning strategy was implemented: students in teams of three created PowerPoint virtual posters on one of three themes, and pre- versus post-course assessment was used to evaluate impact. Results showed reduced surface learning alongside increased deep learning, lower extrinsic and affective components, decreased task value, self-efficacy, organization, critical thinking, time and study environment, and less help seeking, supported by qualitative findings emphasizing group activity, extended knowledge acquisition, and long-term retention.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/using-an-innovative-intervention-to-promote-active-learning-in-an-introductory-microbiology-course/596110/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/using-an-innovative-intervention-to-promote-active-learning-in-an-introductory-microbiology-course/596110.png","ImageObject",300,407,{"name":92,"@type":93},"Anna Hans","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-28","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What active learning strategy was introduced in the course?","Question",{"text":112,"@type":113},"Students worked in teams of three to create PowerPoint virtual posters on one of three themes: a microbe or immunology news report, an interview with a research scientist, or research on a microbiological topic of their choice.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the intervention affect learning styles?",{"text":117,"@type":113},"Pre- and post-course analysis showed a significant drop in surface learning and a rise in deep learning.",{"name":119,"@type":110,"acceptedAnswer":120},"Which motivational and study-related factors changed after the intervention?",{"text":121,"@type":113},"Post-test scores indicated declines in extrinsic (grade-dependent) goal orientation and affective (test anxiety) components, along with decreases in task value, self-efficacy for learning and performance, organization, critical thinking, time and study environment, and help seeking.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596110,1792190310,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},5909892332657,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","The Canadian Journal for the Scholarship of Teaching and Learning  \n\n| Volume 11 | Issue 2 | Article 10 |\n| --- | --- |\n| Fall 09-30-2020\u003Cbr>Using an Innovative Intervention to Active Learning in an Introductory Microbiology Course\u003Cbr>Harold Bull\u003Cbr>College of Medicine, University of Saskatchewan, [harold.bull@usask.ca](harold.bull@usask.ca)[ ](harold.bull@usask.ca)Kalyani Premkumar\u003Cbr>College of Medicine, University of Saskatchewan, [kalyani.premkumar@usask.ca](kalyani.premkumar@usask.ca)[ ](kalyani.premkumar@usask.ca)Jeremiah Wezenamo Acharibasam\u003Cbr>College of Medicine, University of Saskatchewan, [jwa525@usask.ca](jwa525@usask.ca)\u003Cbr>Follow this and additional works at: [https://www.cjsotl-rcacea.ca](https://www.cjsotl-rcacea.ca)\u003Cbr>[https://doi.org/10.5206/cjsotl-rcacea.2020.2.7978](https://doi.org/10.5206/cjsotl-rcacea.2020.2.7978) | Promote |\n\nRecommended Citation  \nBull, H., Premkumar, K., & Acharibasam, J. W. (2020) . Using an innovative intervention to promote active learning in an introductory microbiology course. The Canadian Journal for the Scholarship of Teaching and Learning, 11(2) .  \n[https://doi.org/10.5206/cjsotl-rcacea.2020.2.7978](https://doi.org/10.5206/cjsotl-rcacea.2020.2.7978)  \nUsing an Innovative Intervention to Promote Active Learning in an Introductory Microbiology Course  \nAbstract  \nWe found that actively engaging students in our introductory microbiology course was a challenge given our large class sizes and many non-majors taking the course as a program requirement. Therefore, we introduced a novel active learning strategy to our course. Students grouped into teams of three had to create PowerPoint virtual posters on one of three themes: (a) a report on a microbe or immunology story in the news, b) interview a research scientist, or c) research a microbiological topic of their choice. To assess the intervention’s effectiveness, a pre-and post-course assessment was done. Pre-posttest analysis revealed a significant drop in surface learning and rise in deep learning. Also, there was a drop in the extrinsic (grade-dependent) goal orientation and affective (test anxiety) components. We found a decline in task value, self-efficacy for learning and performance, organization, critical thinking, time and study environment, and help seeking in students’ post-test scores. Qualitative findings also indicated the importance of group activity, gaining extra knowledge outside the curriculum, and long-term course content retention. In conclusion, we propose that the creation of digital posters in teams is an effective strategy to increase student engagement in large classes.  \nNous avons constaté qu’il était difficile de faire participer les étudiants dans notre cours d’introduction à la microbiologie, du fait de nos grandes classes et du grand nombre d’étudiants inscrits dans le cours qui n’avaient pas l’intention de faire une majeure dans ce domaine et pour qui le cours n’était pas uneexigence de leur programme. Par conséquent, nous avons introduit dans notre cours une nouvelle stratégie d’apprentissage actif. Les étudiants ont été divisés en groupes de trois et chaque groupedevait créer une affiche virtuelle avec PowerPoint sur l’un des trois thèmes suivants : (a) présenter un rapport sur un microbe ou sur une histoire liée à l’immunologie présentée aux nouvelles, (b) interviewer un chercheur ou une chercheuse, ou (c) faire une recherche sur un sujet de leur choix liéà la microbiologie. Afin d’évaluer l’efficacité de l’intervention, une évaluation a été menée avant et après le cours. L’analyse des évaluations menées avant et après le cours a révélé que l’apprentissage de surface avait considérablement diminué et que l’apprentissage profond avait augmenté. Également, les composantes relatives à l’orientation des objectifs extrinsèques (liée aux notes obtenues) et affectifs (anxiété face aux tests) avaient diminué . Nous avons constaté une baisse dans la valeur destâches, l’efficacité personnelle pour l’appre","cbCaihgjfzb3Crxo","https://ap.wps.com/l/cbCaihgjfzb3Crxo","pdf",502376,33,"English","# Abstract\n## Intervention design and assessment approach\n## Findings on learning outcomes\n## Findings on motivation, self-efficacy, and study factors\n## Qualitative insights and conclusion","[{\"question\":\"What active learning strategy was introduced in the course?\",\"answer\":\"Students worked in teams of three to create PowerPoint virtual posters on one of three themes: a microbe or immunology news report, an interview with a research scientist, or research on a microbiological topic of their choice.\"},{\"question\":\"How did the intervention affect learning styles?\",\"answer\":\"Pre- and post-course analysis showed a significant drop in surface learning and a rise in deep learning.\"},{\"question\":\"Which motivational and study-related factors changed after the intervention?\",\"answer\":\"Post-test scores indicated declines in extrinsic (grade-dependent) goal orientation and affective (test anxiety) components, along with decreases in task value, self-efficacy for learning and performance, organization, critical thinking, time and study environment, and help seeking.\"}]","Using an Innovative Intervention to Promote Active Learning in an Introductory Microbiology Course | PDF",1792082458,83]