A digital module-based experiential learning in protein biochemistry during the COVID-19 pandemic paradigm

Abstract

Experiential learning is compromised in meeting the educational demands of our students during the challenging time of the COVID-19 pandemic. A more inclusive, flexible, and objective-oriented experiential learning environment is required. In this context, module-based experiential learning that is executable on a digital platform was designed. The learning module focused on protein biochemistry, contained a combination of asynchronous and synchronous activities categorized into 'Knowledge Hub' and 'Lab-based Movie', across 5 weeks. Digital and module-based experiential learning provides equitable, inclusive, and flexible access to students at remote locations. Furthermore, it is an objective-oriented and highly organized experiential learning framework that encourages students to engage and participate more in the learning process.

Keywords: active learning; laboratory exercises; learning and curriculum design; teaching and learning techniques methods and approaches; using simulation and internet resources for teaching; web-based learning.

FIGURE 1

The framework of digital, module‐based experiential learning of protein biochemistry on sub‐topics isoelectric point of amino acids

FIGURE 2

Template of movie review using Evernote. The instructions are given (1) to facilitate students to complete the review. Students are required to compile the data collected from virtual titration activity on Webpage (https://sites.google.com/monash.edu/arginine/titration‐of‐arginine?authuser=1) into a table (2). After compilation of data, students plotted a titration curve according to the explanation given (3). Lastly, students need to perform data analysis by answering the questions in (4). This movie review was submitted as a lab report for graded assessment