Adams Alison E M, Randall Shelby, Traustadóttir Tinna
Department of Biology, Northern Arizona University, Flagstaff, AZ 86011
Department of Biology, Northern Arizona University, Flagstaff, AZ 86011.
CBE Life Sci Educ. 2015 Mar 2;14(1):ar6. doi: 10.1187/cbe.14-08-0118.
Two sections of an introductory microbiology course were taught by one instructor. One was taught through a hybrid format and the other through a traditional format. Students were randomly assigned to the two sections. Both sections were provided with identical lecture materials, in-class worksheets, in-class assessments, and extra credit opportunities; the main difference was in the way the lecture material was delivered-online for the hybrid section and in person for the traditional section. Analysis of final grades revealed that students in the traditional section did significantly better than those in the hybrid section (p<0.001). There was a significant main effect of class standing (p<0.01). When performance in the two sections was compared for each class year separately, the differences were only significant for sophomores (p<0.001); freshmen, juniors, and seniors did not perform differently in the hybrid versus the traditional section. An anonymous midterm survey suggested factors likely contributing to the overall lower success of students in the hybrid section: some students in the hybrid section did not take lecture notes and/or use the audio component of the online lectures, suggesting minimal interaction with the lecture material for these students.
一门微生物学入门课程的两个部分由同一位教师授课。一部分采用混合式教学，另一部分采用传统教学。学生被随机分配到这两个部分。两个部分都提供了相同的讲座材料、课堂作业、课堂评估和额外加分机会；主要区别在于讲座材料的呈现方式——混合式教学部分是在线授课，传统教学部分是面授。对期末成绩的分析表明，传统教学部分的学生成绩明显优于混合式教学部分的学生（p<0.001）。班级排名有显著的主效应（p<0.01）。当分别比较每个年级在两个部分的表现时，差异仅在大二学生中显著（p<0.001）；大一、大三和大四学生在混合式教学和传统教学部分的表现没有差异。一项匿名的期中考试调查表明了可能导致混合式教学部分学生总体成绩较低的因素：混合式教学部分的一些学生不做课堂笔记和/或不使用在线讲座的音频部分，这表明这些学生与讲座材料的互动很少。
