Abstract
To describe the design, implementation, and assessment of a hybrid learning molecular biology course.
Students were assigned to watch pre-recorded lectures (modules) prior to class. Class time was used for applying the theory in the modules to exercises designed to explore the material at a deeper level. Student perceptions of the use of modules and class exercises as a tool to enhance learning were examined using a survey with a 5-point Likert Disagree–Agree response scale.
One hundred percent of the students participating in the survey indicated that the pre-recorded modules and class exercises helped enhance their learning, and that the hybrid course design effectively combined active and passive learning methods. Over 95% of the students indicated that the course design helped them to learn the material more effectively at all levels of Bloom’s taxonomy compared to a traditional lecture-based course.
Providing students with modules allows them to review a recorded lecture multiple times and learn the course material at their own pace. Use of the modules also frees up classroom time that can then be used for active learning exercises and detailed application of the material. Students believed that combining pre-recorded modules with class exercises allowed them to become more actively engaged in the learning process and develop better understanding of the course material. Students also perceived that the hybrid learning approach in molecular biology promoted better recall, understanding, application, analysis, and integration of the material compared to a traditional lecture-based course.
