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Plant Science Instructors' Perceptions of Learning Experiences in Online and Face-to-face Courses

机译：植物科学教师对在线和面对面课程学习经验的看法

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摘要

Introductory plant science instructors have several options for course setting; lectures and laboratories can both be held via a face-to-face course, online course, or a hybrid of the two. While online laboratories boast many benefits over their face-to-face counterparts, instructors' preferences for teaching in these settings is unknown. This study utilized a survey approach to describe introductory plant science instructors' perceptions of learning experiences in the three course environments. Findings indicate that instructors offer instruction via face-to-face lectures and laboratories, prefer class sizes under 40 students, and prefer face-to-face learning environments. Instructors also felt that learning could be maximized by offering studentsa lecture before a follow-up laboratory experience. They primarily offered students abstract conceptualizations through their lectures and concrete experiences through their laboratories. These findings yielded several recommendations, among them being the need for instructors to explore online learning settings to overcome challenges common to face-to-face lecture and laboratory environments.
机译：植物科学导师提供了几种课程设置选项;讲座和实验室都可以通过面对面课程，在线课程或两者的结合进行。尽管在线实验室比面对面的实验室拥有许多好处，但对于在这种情况下进行教学的指导者的偏好尚不清楚。这项研究使用调查方法来描述植物科学入门教师在三种课程环境中对学习经验的看法。调查结果表明，讲师通过面对面的讲座和实验室提供指导，更喜欢40名以下的班级人数，并且更喜欢面对面的学习环境。讲师还认为，可以通过在后续实验室体验之前为学生提供讲座来最大程度地提高学习效果。他们主要通过讲课为学生提供抽象的概念，并通过实验室提供具体的经验。这些发现提出了一些建议，其中包括教师需要探索在线学习环境以克服面对面授课和实验室环境中常见的挑战。

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