Comparison of Student Outcomes and Evaluations in Hybrid versus Face-to-Face Anatomy and Physiology I Courses

Autor/inn/en	Jafar, Sanjeeda; Sitther, Viji
Titel	Comparison of Student Outcomes and Evaluations in Hybrid versus Face-to-Face Anatomy and Physiology I Courses
Quelle	In: Journal of College Science Teaching, 51 (2021) 1, S.58-66 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Comparative Analysis; Outcomes of Education; Student Evaluation; Blended Learning; Anatomy; Physiology; Undergraduate Students; Flipped Classroom; Formative Evaluation; Summative Evaluation; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Schulnote; Studentische Bewertung; Anatomie; Physiologie; Flipped classrooms; Flip teaching; Inverted teaching; Unterrichtserfolg
Abstract	In this study, two sections of undergraduate Introductory Anatomy and Physiology taught in the traditional face-to-face format (n = 58) was compared to two hybrid classes (n = 38) using the flipped-classroom model taught by the same instructor. Formative and summative examination scores were compared to determine the effect of the different learning methods. Our results revealed no significant difference between the mean scores of summative examinations and between the traditional and hybrid classes (p > 0.05). Of five quizzes administered, students taught in the traditional format scored significantly higher in only one of five quizzes. In addition, comparison of in-class laboratory examination scores showed no difference (P > 0.05) in three out of four. However, student evaluations of the hybrid classes were more positive as determined by end-of-course evaluations (4.54 versus 2.9 on a 1-5 Likert scale). This is the first study that compares a hybrid versus a traditional science course at a historically black college or university. We conclude that comparison of student outcomes in traditional versus hybrid Anatomy and Physiology I classes were similar. At a time when all institutions of higher learning have adopted online learning and distance learning due to the COVID-19 pandemic, this is a timely comparison. (As Provided).
Anmerkungen	National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: https://www.nsta.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01