Comparing Physical, Virtual, and Hybrid Flipped Labs for General Education Biology
Comparing Physical, Virtual, and Hybrid Flipped Labs for General Education Biology
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比较普通教育生物学的物理、虚拟和混合翻转实验室
DOI：
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
R. Desharnais
中科院分区：
文献类型：
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作者：
Ji Y. Son;Paul J. Narguizian;Dwight Beltz;R. Desharnais
本研究的目的是研究在重新设计的通识教育本科生物课程，实施基于网络的虚拟实验室（VL），以取代传统的物理实验室（PL）的学习，态度和成本的影响。在一个学年中，两种新的VL教学模式与传统的PL产品进行了比较：（1）所有VL与面对面的帮助中心（VL-A）和（2）混合翻转VL模型，其中在线实验室每周与面对面实验室交替（VL-H）。所有三种实验室类型都包括使用相同材料的面对面讲座。为每一项虚拟现实活动开发了以探究为基础的练习，为学生提供背景信息，指导学生进行一系列基本实验，鼓励学生设计自己的实验，并要求学生编写一份简单的科学报告，以电子方式进行评估。VL-A组的可重复成绩比例最高（低于C，2.0分）。与其他实验室教学组相比，VL-H组的学生取得了显着更好的成绩。VL-H组在他们自我报告的对生物学的态度方面也经历了统计学上显著的有利转变。VL-A型和VL-H型的人员成本分别为PL型的29%和63%，允许提供更多的部分。这些结果表明，与传统实验室相比，精心设计的在线实验室机会可以提高学生的成绩和对科学的更有利的态度，同时降低成本。
The purpose of this study was to examine the impact on learning, attitudes, and costs in a redesigned general education undergraduate biology course that implemented web-based virtual labs (VLs) to replace traditional physical labs (PLs). Over an academic year, two new modes of VL instruction were compared to the traditional PL offering: (1) all VL with an in-person help center (VL-A) and (2) a hybrid flipped VL model where online labs alternated with in-person labs every week (VL-H). All three lab types included a face-to-face lecture with the same materials. Engaging inquiry-based exercises were developed for each VL activity in which students were provided background information, guided through a series of basic experiments, encouraged to design their own experiments, and required to produce a simple scientific report that was delivered for evaluation electronically. The VL-A group had the highest proportion of repeatable grades (below a C, 2.0 grade points). Students in the VL-H group achieved significantly better grades compared to the other lab instruction groups. The VL-H group also experienced statistically significant favorable shifts in their self-reported attitudes towards biology. The personnel costs for the VL-A and VL-H models were 29% and 63% of the PL model, respectively, allowing more sections to be offered. These results suggest that carefully designed online lab opportunities can result in higher student grades and more favorable attitudes towards science while reducing costs compared to traditional labs.