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A Comparison of Student Profiles and Performance in an Introductory Non‐Majors Biology Course Offered 100% in the Classroom vs. 100% Online
Author(s) -
Daggett Melissa A. F.
Publication year - 2017
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.31.1_supplement.576.41
Subject(s) - presentation (obstetrics) , mathematics education , reading (process) , course (navigation) , online course , computer science , medical education , psychology , medicine , engineering , political science , law , radiology , aerospace engineering
Academic institutions are under increasing pressure to provide students with online alternatives to the traditional 100% classroom format. One concern for biology faculty is whether online courses can provide students with an education comparable to one offered in the more traditional format. In this presentation, I will present the methods used to deliver an introductory non‐majors biology course that was offered simultaneously in a traditional 100% classroom format with one offered 100% online. Both formats included the same reading and homework assignments, identical postings of faculty presented lectures and similar, though not identical laboratory activities. Analysis of the student profiles along with a comparison the outcomes and performance upon completion of the courses will be presented. This presentation will not address all the concerns faculty may have in moving away from a traditional course format, but may provide information to suggest that online students are able to acquire a comparable education as students taking courses in the traditional format.