Foster-Hartnett Dawn, Mwakalundwa Gwantwa, Bofenkamp Lisa, Patton Liz, Nguyen Richard, Goodman-Mamula Patricia
Veterinary and Biomedical Sciences, University of Minnesota, St. Paul, MN 55108.
Natural Sciences Department, Metropolitan State University, St. Paul, MN 55106.
CBE Life Sci Educ. 2022 Jun;21(2):ar33. doi: 10.1187/cbe.21-01-0007.
The increase in online learning brought on by the COVID-19 pandemic will likely result in a greater availability of online and hybrid course offerings. In this study, students enrolled in parallel sections of a microbiology lab course with in-person labs and either face-to-face (F2F) or all-online lectures (hybrid, H). Course material and method of assessment in the two sections were identical; student demographics were similar. In the first year, F2F students scored significantly higher on two out of four exams. In the second year, two interventions were introduced: team-building activities (in both sections) and online group discussions (H only). Students in both the F2F and H sections reported similar positive teamwork reviews based on Comprehensive Assessment of Team Member Effectiveness (catme.org) and survey data. Although the COVID-19 pandemic eventually forced all learning online, exam scores from the two sections in the first half of the semester were similar, suggesting that the interventions were effective. In both sections, exam scores were positively correlated with entering grade point averages. This study adds to the body of literature supporting the effectiveness of hybrid learning.
由新冠疫情引发的在线学习的增加，可能会使在线课程和混合式课程的供应更加充足。在本研究中，学生们参加了微生物学实验课程的平行班级，这些班级有面对面的实验室，讲座要么是面对面（F2F）的，要么是全在线的（混合式，H）。两个班级的课程材料和评估方法相同；学生人口统计学特征相似。在第一年，面对面授课的学生在四门考试中的两门考试成绩显著更高。在第二年，引入了两项干预措施：团队建设活动（两个班级都有）和在线小组讨论（仅混合式班级）。基于团队成员有效性综合评估（catme.org）和调查数据，面对面授课班级和混合式班级的学生都给出了相似的积极团队合作评价。尽管新冠疫情最终迫使所有学习都转为在线形式，但学期上半段两个班级的考试成绩相似，这表明干预措施是有效的。在两个班级中，考试成绩与入学平均绩点呈正相关。本研究为支持混合式学习有效性的文献增添了内容。
