Table 7.

Summary of articles in category “educational research or evaluation”

Reference	Focus of evaluation	Learning assessment	Result
Bednarski et al., 2005	Student learning and attitudes	Group quiz and a pretest and posttest assessment	Students gained understanding of the Web-based databases and tools and enjoyed of the investigatory nature of the lab
Brame et al., 2008	Student knowledge and skills and interest in research	Pretest and posttest assessments and student laboratory reports scored with a rubric	Student response to the project was positive, both in terms of knowledge and skills increases and interest in research
Brazeau and Brazeau, 2006	Student perceptions		Significant improvement on student course ratings on the pedagogical format of the course and the relevance of course material to professional practice
Campbell, 2003	Student academic achievement and perceptions	Course examinations	Students gained the ability to utilize online information to achieve the educational goals of the course and perceived this as a positive experience with respect to how they might contribute to biology
Furge et al., 2009	Student learning strategies and learning	Student laboratory reports, solutions to problem sets, and in-class presentations	Largely promotion of active learning in the classrooms and enhanced student understanding of course materials
Honts, 2003	Student learning	A take-home final examination	Students developed working knowledge of bioinformatics concepts and methods
Howard et al., 2007	Student confidence and performance		Students gained confidence in solving and ability to solve bioinformatics-related problems. Increased student performance on bioinformatics-related problems
Howard et al., 2007	Faculty perceptions of students’ increased awareness		Faculty members perceived an increased awareness of the applications of bioinformatics among the students in their courses
Krilowicz et al., 2007	Instructor and student self-reported required prior knowledge and skills		Identified skills and knowledge from the fields of computer science, biology, and mathematics that are critical for students considering bioinformatics research
Lim et al., 2003	Student perceptions		The course was rated as informative, interactive, and effective for distance learning. Participants expressed that the course content was useful and well presented with good technical support
Lim et al., 2009	Student perceptions		Identified a positive response regarding the usefulness of an e-learning tool in guiding the learning and discussion process involved in problem-based learning and enhanced the learning experience by breaking down PBL activities into a sequential workflow
Machluf et al., 2013	Teachers’ design of an assessment tool as a means of probing their knowledge and beliefs in adopting contemporary scientific research into their classroom		The analysis of the assessment tool revealed that teachers perceived research as combining laboratory experiments and bioinformatics approaches. Thus, the assessment tool represented characteristics of authentic modern scientific research and the teachers’ appropriation of the new bioinformatics curriculum by extending its roots into the traditional curriculum
Medin and Nolin, 2011	Student self-assessment of their learning gains		Students reflected that the design aspect of the experiments increased their understanding and retention of molecular biology
Obom and Cummings, 2009	Compared student onsite and online learning and satisfaction	Course examinations	Perceived similar levels of satisfaction between most online and on-site student responses, obtained similar performance in grades earned by students in online and on-site courses, and perceived more rigorous course load and more opportunities for participation in online environment
Robertson and Phillips, 2008	Learning goals and assessments of student performance and perceptions	Pretest and posttest assessments, with instructor rubric to report perceived student learning	Students were more poised to troubleshoot problems that arose in real experiments. Students were receptive to the new materials and the majority achieved the learning goals
Shachak et al., 2005	Faculty curriculum design activities		Identified that Gagne's conditions of learning instructional design theory provides a useful framework for developing bioinformatics training, but may not be optimal as a method for teaching it
Van Mulligen et al., 2008	Faculty curriculum design activities		Participants indicated that the training challenge experience had contributed to their understanding and appreciation of multidisciplinary teamwork
Wefer and Sheppard, 2008	Science standards as related to bioinformatics		Identified a generally low representation of bioinformatics-related content in science standards
Yang et al., 2008	Student stimulation to learn		Increased stimulation on students’ activities in bioinformatics learning based on proper application-oriented bioinformatics curriculum and student-centered instructional strategy