The implementation of e-learning tools to enhance undergraduate bioinformatics teaching and learning: a case study in the National University of Singapore

Abstract

Background: The rapid advancement of computer and information technology in recent years has resulted in the rise of e-learning technologies to enhance and complement traditional classroom teaching in many fields, including bioinformatics. This paper records the experience of implementing e-learning technology to support problem-based learning (PBL) in the teaching of two undergraduate bioinformatics classes in the National University of Singapore.

Results: Survey results further established the efficiency and suitability of e-learning tools to supplement PBL in bioinformatics education. 63.16% of year three bioinformatics students showed a positive response regarding the usefulness of the Learning Activity Management System (LAMS) e-learning tool in guiding the learning and discussion process involved in PBL and in enhancing the learning experience by breaking down PBL activities into a sequential workflow. On the other hand, 89.81% of year two bioinformatics students indicated that their revision process was positively impacted with the use of LAMS for guiding the learning process, while 60.19% agreed that the breakdown of activities into a sequential step-by-step workflow by LAMS enhances the learning experience

Conclusion: We show that e-learning tools are useful for supplementing PBL in bioinformatics education. The results suggest that it is feasible to develop and adopt e-learning tools to supplement a variety of instructional strategies in the future.

Figure 1

Graphical comparison of the percentage of positive responses by the year three bioinformatics cohort on four survey questions regarding the use of LAMS after PBL Sessions 2 and 5. For each question, students' responses were considered to be positive when any one of the following options was checked: slightly enhanced, greatly enhanced, agree or strongly agree. Negative responses included the selection of the options neutral, disagree or strongly disagree.

Figure 2

Graphical comparison of the percentage of positive responses by the year three bioinformatics cohort on two survey questions on the use of wiki after PBL Sessions 2 and 5. For each question, students' responses were considered to be positive when any one of the following options was checked by stuedents in the feedback: slightly enhanced, greatly enhanced, agree or strongly agree. Negative responses included the selection of the options neutral, disagree or strongly disagree.

Figure 3

The percentage of positive responses by the year two bioinformatics cohort on four survey questions regarding the use of LAMS. For each question, students' responses were considered to be positive when any one of the following options was checked: slightly enhanced, greatly enhanced, agree or strongly agree. Negative responses included the selection of the options neutral, disagree or strongly disagree.