Assessment of Blended Biochemistry Classes Based on Massive Open Online Courses and a "Semi-Flipped" Learning Environment

Autor/inn/en	Ren, Guijie; Zeng, Jiping; Guan, Xianren; Zhuang, Peiyue; Zhang, Pengju; Liu, Zhifang; Tian, Keli
Titel	Assessment of Blended Biochemistry Classes Based on Massive Open Online Courses and a "Semi-Flipped" Learning Environment
Quelle	In: Biochemistry and Molecular Biology Education, 50 (2022) 6, S.571-579 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ren, Guijie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-8175
DOI	10.1002/bmb.21660
Schlagwörter	Foreign Countries; Flipped Classroom; Blended Learning; Biochemistry; College Students; College Science; Science Education; Student Attitudes; Student Reaction; Self Concept; China + Suchen Sie Ihr Suchwort? Ausland; Flipped classrooms; Flip teaching; Inverted teaching; Biochemie; Collegestudent; Naturwissenschaftliche Bildung; Schülerverhalten; Schülerkritik; Selbstkonzept
Abstract	Flipped classroom based on active learning is becoming an increasingly popular pedagogical method in higher education capable of increasing student performance in higher-order learning outcomes including application, analysis, evaluation, and creation. However, the success of a flipped classroom model relies on various supporting elements such as the accessibility of technology, and it may not be appropriate for all students and courses. In this study, a new blended biochemistry classroom model based on massive open online courses and a "semi-flipped" environment was applied to the students enrolled in three majors (stomatology, pharmacy, and preventive medicine) at Cheeloo College of Medicine, Shandong University, China. To assess the improvement of the students' perception of self-cognition in the blended biochemistry classes, surveys were conducted before and after undertaking the biochemistry course. Survey responses and total (final) score for the biochemistry course were analyzed using appropriate statistical methods. Compared to students who received traditional classroom instruction, students who participated in the blended classroom model achieved higher academic performance (p < 0.01) and reported a significant improvement in their perception of self-cognition (p < 0.01, or p < 0.05). More than 80% of participants preferred the blended classroom model to that of traditional classroom instruction. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01