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Determining the effectiveness of the Hybrid teaching method in a Biology course at a small liberal arts college
Author(s) -
Resendes Karen K,
Mroz Kevin
Publication year - 2012
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.26.1_supplement.518.2
Subject(s) - liberal arts education , class (philosophy) , variety (cybernetics) , mathematics education , style (visual arts) , blended learning , hybrid learning , course (navigation) , learning styles , computer science , the arts , multimedia , psychology , higher education , engineering , educational technology , artificial intelligence , visual arts , art , political science , law , aerospace engineering
Hybrid courses are designed to maximize learning efficiency by having students experience a normal lecture style combined with a web‐based mode of teaching. These courses allow students to develop independent learning habits, but also reinforce learning by incorporating regular lectures. In our study, we will attempt to determine the effectiveness of the hybrid method in the small classroom setting, using a introductory level biology course for non biology majors in the Spring of 2012 at Westminster College, a small liberal arts college We will compare our results to a previous study that demonstrated that a non‐hybrid version of this course at Westminster displayed similar student retention rates to a large lecture hybrid course at San Diego State University. We intend to determine if a hybrid course is not only efficient at a small college, but also whether or not it provides an advantage over the hybrid course style at a large university. We will compare retention rates between sections of material taught using the hybrid method with that of material presented in the traditional style, using pre and post‐tests. Hybrid components will include pre‐class readings and quizzes along with a variety of interactive online activities performed after material is taught in class. We will also examine the influence of the hybrid style on the students’ interest levels in biology and their impressions on the usefulness of the course.