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首页> 外文期刊>CBE Life Sciences Education >A Tale of Two Sections: An Experiment to Compare the Effectiveness of a Hybrid versus a Traditional Lecture Format in Introductory Microbiology
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A Tale of Two Sections: An Experiment to Compare the Effectiveness of a Hybrid versus a Traditional Lecture Format in Introductory Microbiology

机译：两部分的故事：比较混合微生物和传统讲座形式在入门微生物学中有效性的实验

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摘要

Two sections of an introductory microbiology course were taught by one instructor. One was taught through a hybrid format and the other through a traditional format. Students were randomly assigned to the two sections. Both sections were provided with identical lecture materials, in-class worksheets, in-class assessments, and extra credit opportunities; the main difference was in the way the lecture material was delivered—online for the hybrid section and in person for the traditional section. Analysis of final grades revealed that students in the traditional section did significantly better than those in the hybrid section (p 0.001). There was a significant main effect of class standing (p 0.01). When performance in the two sections was compared for each class year separately, the differences were only significant for sophomores (p 0.001); freshmen, juniors, and seniors did not perform differently in the hybrid versus the traditional section. An anonymous midterm survey suggested factors likely contributing to the overall lower success of students in the hybrid section: some students in the hybrid section did not take lecture notes and/or use the audio component of the online lectures, suggesting minimal interaction with the lecture material for these students.
机译：微生物学入门课程的两个部分由一位讲师讲授。一种是通过混合格式讲授的，另一种是通过传统格式讲授的。学生被随机分配到两个部分。这两个部分都提供了相同的授课材料，课堂作业单，课堂评估和额外的学分机会;主要区别在于讲课材料的交付方式-混合部分的在线授课和传统部分的亲自授课。对期末成绩的分析显示，传统部分的学生比混合部分的学生表现明显更好（p <0.001）。班级地位有显着的主要影响（p <0.01）。当分别比较每个班级的两个部分的表现时，差异仅对二年级学生显着（p <0.001）;大一，大三和大四的学生在混合课程和传统课程中的表现没有差异。一项匿名的期中调查显示，可能会导致混合型部分学生整体学习成绩降低的因素：混合型部分学生中有些人没有做笔记和/或使用在线讲座的音频成分，这表明与讲义材料的互动最少对于这些学生。

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