Beyond the Traditional Classroom: Increased Course Structure and Cooperative Learning Remove Differences in...

Area of Science:

• Microbiology Education
• Online and Hybrid Learning

Background:

• The COVID-19 pandemic accelerated the adoption of online and hybrid learning models.
• This study investigated student performance in parallel face-to-face (F2F) and hybrid (H) sections of a microbiology lab course.

Purpose of the Study:

• To compare the effectiveness of F2F versus H lecture formats in a microbiology lab setting.
• To evaluate the impact of specific interventions on student outcomes in both learning modalities.

Main Methods:

• Students were enrolled in identical microbiology lab courses with either F2F or H lectures.
• Interventions included team-building activities and online group discussions, implemented in the second year.
• Student performance was assessed via exams and teamwork evaluations (catme.org).

Main Results:

• Initially, F2F students scored higher on exams.
• After interventions, exam scores in the first half of the semester were similar between F2F and H sections.
• Teamwork effectiveness was reported similarly positive across both F2F and H sections.

Conclusions:

• Implemented interventions effectively improved hybrid learning outcomes, making them comparable to traditional face-to-face instruction.
• Hybrid learning models show promise for future educational offerings.
• Student's entering GPA was a consistent positive predictor of exam performance in both formats.