The Role of Blended Learning on Student Performance in Biotechnology Course

Zahra Sarabadani,Aydin Berenjian

doi:10.3844/ajbbsp.2017.111.113

Abstract

The present work aims for evaluating the role of blended learning on student engagement and performance in bioreactor design component of the biotechnology course. Interactive online module covering the main fundamental aspects of the subject was developed and made available to students prior to the class. Students who accessed the online module found to be more active in classroom response participations (p<0.05) and received higher marks in the examination (p<0.05). These data highlight the key role of blended learning in improving the student learning desire and academic performance.

Highlights

Teacher centred lectures are the main method in delivering the course materials in engineering education
For the components that were not covered by the online module there were no significant difference between the students exam marks (p>0.05)
Students agreed that online module was so useful on enhancing their engagement with the course content

Summary

Introduction

Teacher centred lectures are the main method in delivering the course materials in engineering education This practice has significant shortcomings as students rely on lecturers to decide what, when and how to learn which limits their engagement and learning outcomes (Zakaria and Iksan, 2007). Blended learning is a type of Student-centred learning method that combines the traditional class room methods with online technology mediated learning environment (Garrison and Kanuka, 2004). In this approach fundamental content of the course will be provided online for the students to be learned prior to their classroom attendance (Valtonen et al, 2012). Blended learning by benefiting from both e-learning and face-to-face teaching environment provides a platform that facilitates the acquisition of graduate attributes that may not be achievable otherwise (Garrison and Kanuka, 2004)

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