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Contact-dependent signaling, as the name suggests, requires that communicating cells be in direct contact with each other. This is achieved either through receptor-ligand interactions or by specialized cytoplasmic channels that allow the flow of small molecules between cells. In animal cells, channels called gap junctions facilitate contact-dependent signaling in certain tissues, whereas, plasmodesmata perform a similar function in plants.
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An increasing function exhibits a rise in output values as input values increase. This behavior is depicted graphically as a curve or line that slopes upward from left to right. Such a function satisfies the condition that if x1 < x2, then f(x1) < f(x2), indicating that the function values grow with increasing inputs. This concept is fundamental in understanding growth trends across various domains, such as population dynamics, financial investments, or resource consumption.The...
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Closing the Achievement Gap in a Large Introductory Course by Balancing Reduced In-Person Contact with Increased

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Hybrid and online courses offer flexibility, but their impact on learning varies. A structured hybrid course format improved exam scores for underrepresented students, potentially closing achievement gaps.

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Area of Science:

  • Educational Technology
  • Higher Education Pedagogy
  • Learning Sciences

Background:

  • Traditional face-to-face courses face challenges with classroom space and evolving pedagogical needs.
  • Hybrid and online learning formats are increasingly adopted as alternatives, offering flexibility.
  • Existing research presents conflicting findings on the effectiveness of online and hybrid courses for student learning outcomes.

Purpose of the Study:

  • To compare student learning outcomes across three course formats: fully online, hybrid-and-flipped, and traditional face-to-face.
  • To investigate the influence of course structure on student performance within different delivery modalities.
  • To assess the differential impact of these formats on diverse student populations, including Hispanic and Black students.

Main Methods:

  • Designed, taught, and assessed three course sections (fully online, 50% online/50% face-to-face hybrid-and-flipped, and lecture-based face-to-face) by the same instructor.
  • Varied course structure, with the hybrid course being the most structured and the face-to-face course the least.
  • Conducted the study at a large Hispanic-serving research university, analyzing exam scores as a primary metric.

Main Results:

  • Students in the traditional face-to-face course achieved the lowest exam scores across all groups.
  • Hispanic and Black students demonstrated higher exam performance in the hybrid format compared to online and face-to-face formats.
  • White students achieved their highest performance in the fully online course format.

Conclusions:

  • A highly structured hybrid course format can enhance student exam performance, particularly for underrepresented minority groups.
  • This structured hybrid model shows potential for reducing the achievement gap in higher education, even with reduced in-person instruction.
  • Course design and structure are critical factors influencing the success of online and hybrid learning environments for diverse student populations.