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A "Hybrid" Bacteriology Course: The Professor's Design and Expectations; The Students' Performance and Assessment.

Steven Krawiec¹, Diane Salter, Edwin J Kay

¹Department of Biological Sciences, Lehigh University, Bethlehem, Pennsylvania, 18015-4732.

Microbiology Education

|May 9, 2013

Summary

A hybrid bacteriology course showed no difference in student performance compared to a conventional format. However, students reported less satisfaction with workload, instructor interaction, and overall learning in the hybrid model.

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Area of Science:

Microbiology Education
Educational Technology

Background:

Conventional course delivery in bacteriology.
Emergence of hybrid learning models combining online and face-to-face components.

Purpose of the Study:

To compare student performance and satisfaction between conventional and hybrid bacteriology courses.
To identify potential areas for improvement in hybrid course design.

Main Methods:

Statistical analysis of final examination and overall course performance.
Student assessment of teaching using an evaluation instrument.
Comparison of a conventional course with a hybrid format incorporating online content, resources, face-to-face discussions, and electronic forums.

Main Results:

No statistically significant difference was found in student performance on final examinations or overall course grades.
Students in the hybrid course reported lower affirmation regarding appropriate workload, positive instructor interactions, perceived learning, and course recommendation.

Conclusions:

While hybrid learning models can maintain academic performance, student satisfaction may be negatively impacted.
Recommendations include providing clearer direction for active learning tasks and ensuring timely, relevant feedback to enhance the hybrid learning experience.