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Learning Systems Biology: Conceptual Considerations toward a Web-Based Learning Platform
Computational Biology and Machine Learning Laboratory, Center for Cancer Research and Cell Biology, School of Medicine, Dentistry and Biomedical Sciences, Faculty of Medicine, Health and Life Sciences, Queen's University Belfast, 97 Lisburn Road, Belfast, BT9 7BL, UK
Institute for Bioinformatics and Translational Research, Eduard Wallnoefer Zentrum 1, A-6060, Hallin Tyrol, Austria
Telecooperation Lab, Department of Computer Science, Darmstadt University of Technology,Hochschulstraße 10 64289 Darmstadt, Germany
* Authors to whom correspondence should be addressed.
Received: 12 November 2012; in revised form: 21 March 2013 / Accepted: 30 April 2013 / Published: 17 May 2013
Abstract: Within recent years, there is an increasing need to train students, from biology and beyond, in quantitative methods that are relevant to cope with data-driven biology. Systems Biology is such a field that places a particular focus on the functional aspect of biology and molecular interacting processes. This paper deals with the conceptual design of a web-based course and its content for educating students in systems biology. We discuss several learning strategies and problems when dealing with structural hypertext patterns that might occur in the context of web-based learning platforms. Finally, we explain the content of the course modules and its features such as its usability and the impact on the learner.
Keywords: web-based learning; learning strategies; e-learning
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Emmert-Streib, F.; Dehmer, M.; Lyardet, F. Learning Systems Biology: Conceptual Considerations toward a Web-Based Learning Platform. Educ. Sci. 2013, 3, 158-171.
Emmert-Streib F, Dehmer M, Lyardet F. Learning Systems Biology: Conceptual Considerations toward a Web-Based Learning Platform. Education Sciences. 2013; 3(2):158-171.
Emmert-Streib, Frank; Dehmer, Matthias; Lyardet, Fernando. 2013. "Learning Systems Biology: Conceptual Considerations toward a Web-Based Learning Platform." Educ. Sci. 3, no. 2: 158-171.