Technology-enhanced active learning in undergraduate biology education collaborative group work and peer assessment

Teaching of the science subjects in higher education is undergoing a transition from the traditional `chalk and talk´ model to a student-centered one that aims to engage students and encourage active learning. Influenced by the social constructivist paradigm, modern teaching promotes collaborative learning and peer assessment as two effective active learning strategies to which technologies are becoming increasingly important assistance. This paper presents three cases in which various technologies were deployed in some undergraduate biology courses to maximize students´ active learning opportunities.