ArticlePLoS computational biology2025
Combining flipped-classroom and spaced-repetition learning in a master-level bioinformatics course.
Article in PLoS computational biology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Abstract
Introductory bioinformatics courses can be challenging to teach. Students with a biological background may have never encountered computer science, and computer science students are likely to have minimal knowledge of biology. To improve learning, we implemented a flipped spaced-repetition course. We repeated the topics through various activities across different days while applying an unusually high number of examinations. The examinations were synergistic with the flipped classroom, encouraging reading and watching recorded lectures before in-person discussions. Additionally, they helped us structure and assess laboratory practicals. We analyzed grades, pass rates, student satisfaction, and student comments qualitatively and quantitatively over 7 years of the course, documenting progress as well as the effect of disruptions such as COVID-19 and changes in teaching staff. We share our results and insights into the opportunities and challenges of this pedagogical approach. An open online version of this course is freely provided for students and teachers.
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