Hybrid Format Allows Application, Integration and Promotes Active Learning in Introductory Biology

 

Marianne Niedzlek-Feaver & Betty Black

Tested Studies in Laboratory Teaching, 2007, Volume 28

Abstract

Freshman biology is currently taught in a standard lecture-based format in classrooms of ~200 students. Lecture-based teaching in concert with “recognition” multiple-choice exams encourages students to memorize and regurgitate. There is no formal attempt to connect the laboratory exercises with the major concepts covered in lecture. Thus, students do not develop a real understanding of the material, cannot apply knowledge to problem solving, and retain little of what was taught. The plan is to replace the current offering with a hybrid format. Students will acquire the basic material from a rich, highly interactive, course web site in concert with readings from their textbook. Hands-on experience will be provided by a three-hour laboratory that meets once a week. Because the web instruction is self-paced, much more can be done to integrate the weekly laboratory experience into the course content as compared to a standard lecture. Students also will meet in small sections of 25-30 once per week in a 75 min class period during which the instructor conducts group exercises, problem solving and/or discussions relevant to the current material. This format allows the instructors to prepare students for the coming lab as well as to review results of the previous laboratory. Thus, the classroom session not only provides another medium for integrating lecture and laboratory, but more importantly, for extending the laboratory experience. Although these problem-solving activities will be designed as part of the new hybrid course format, they can easily be modified into homework assignments or laboratory activity sheets. We look forward to your feedback on our approach in general and our attempt to offer an active learning and truly integrated experience for our freshmen life science majors.

Keywords:  teaching methods

Purdue University (2006)