Two-Year Community: A Six-Year Review of Student Success in a Biology Course Using Lecture, Blended, and Hybrid Methods

Autor/in	Gonzalez, Beatriz Y.
Titel	Two-Year Community: A Six-Year Review of Student Success in a Biology Course Using Lecture, Blended, and Hybrid Methods
Quelle	In: Journal of College Science Teaching, 43 (2014) 6, S.14-19 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Biology; Blended Learning; Lecture Method; Teaching Methods; Community Colleges; Longitudinal Studies; Instructional Effectiveness; Intermode Differences; Laboratory Experiments; Course Descriptions; Course Evaluation; Grades (Scholastic); Scoring; Success; Achievement Gains; Achievement Rating; Conventional Instruction + Suchen Sie Ihr Suchwort? Biologie; Teaching method; Lehrmethode; Unterrichtsmethode; Community college; Community College; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Unterrichtserfolg; Laboratory work; Laborarbeit; Kursstrukturplan; Notenspiegel; Bewertung; Erfolg; Achievement gain; Leistungssteigerung; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung
Abstract	Traditional lecturing has been shown again and again to be a less effective teaching method regarding student engagement and promotion in the sciences. Studies that compare different teaching methods often face limitations because, over time, courses are either substantially changed and/or are taught by different instructors. This article presents a comparison of the success rates of students (percentage of students earning a grade of C or higher) enrolled in a general biology course with laboratory for majors in a community college. The data spans a 6-year period and includes a total of 670 students. The same professor taught all students and used a common final examination. The only difference among the sections taught was the teaching method: lecture, blended, and hybrid. The lecture method involved lecturing with the use of clicker-style questions and laboratory. The blended method was a fusion of the lecture and laboratory. The hybrid method consisted of online lectures with in-class weekly laboratory sessions. On average, the highest success rates for students were observed for those students taught with the blended method, followed next by the hybrid method, and then by the lecture method. (As Provided).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10