TY - JOUR
T1 - Student perceptions and performance in a traditional, flipped classroom, and online introductory soil science course
AU - Ramirez, Salvador
AU - Teten, Samantha
AU - Mamo, Martha
AU - Speth, Carol
AU - Kettler, Timothy
AU - Sindelar, Meghan
N1 - Funding Information:
The authors would like to acknowledge the students who participated in this study as well as the students that served as teaching assistants. There is no funding to report.
Publisher Copyright:
© 2021 The Author(s). Published with license by Taylor and Francis Group, LLC.
PY - 2022
Y1 - 2022
N2 - Innovative didactive strategies such as online learning and flipped classroom can improve student performance while maximizing university resources and personnel. Assessing how students perceive courses designed using these strategies, as well as perform within them, is becoming increasingly important. An introductory soil science course at a 4-year land-grant university was taught (1) face-to-face (FTF, n = 110) with one 50-minute lecture per week and a 2-hour lab twice per week, using (2) flipped classroom (FC, n = 31) design in which most instruction occurred online with a 2-hour lab once per week, and (3) fully and asynchronously online (OL, n = 23). Students completed an end of the semester survey designed to assess perceptions of course utility, the utility of course components, and engagement level in the course. Proportional odds regression models and log odds ratios were used to assess how student perceptions of and performance in this course were influenced by teaching method or student class standing. Class standing had the strongest influence on responses to perception and engagement questions, while teaching method minimally influenced responses to perception and engagement questions. Furthermore, students with the largest odds of expressing potentially less positive perceptions–in this case sophomores–also had the largest odds of performing poorly in the course. These results suggest that FC and OL are viable options which can extend university resources, impact, and accessibility, and that student perceptions of college courses, which in this study varied by class standing, can influence their performance. Supplemental data for this article is available online at https://doi.org/10.1080/10899995.2021.1965419.
AB - Innovative didactive strategies such as online learning and flipped classroom can improve student performance while maximizing university resources and personnel. Assessing how students perceive courses designed using these strategies, as well as perform within them, is becoming increasingly important. An introductory soil science course at a 4-year land-grant university was taught (1) face-to-face (FTF, n = 110) with one 50-minute lecture per week and a 2-hour lab twice per week, using (2) flipped classroom (FC, n = 31) design in which most instruction occurred online with a 2-hour lab once per week, and (3) fully and asynchronously online (OL, n = 23). Students completed an end of the semester survey designed to assess perceptions of course utility, the utility of course components, and engagement level in the course. Proportional odds regression models and log odds ratios were used to assess how student perceptions of and performance in this course were influenced by teaching method or student class standing. Class standing had the strongest influence on responses to perception and engagement questions, while teaching method minimally influenced responses to perception and engagement questions. Furthermore, students with the largest odds of expressing potentially less positive perceptions–in this case sophomores–also had the largest odds of performing poorly in the course. These results suggest that FC and OL are viable options which can extend university resources, impact, and accessibility, and that student perceptions of college courses, which in this study varied by class standing, can influence their performance. Supplemental data for this article is available online at https://doi.org/10.1080/10899995.2021.1965419.
KW - Blended learning
KW - flipped classroom
KW - online learning
KW - student attitude
KW - student perception
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U2 - 10.1080/10899995.2021.1965419
DO - 10.1080/10899995.2021.1965419
M3 - Article
AN - SCOPUS:85113944514
SN - 1089-9995
VL - 70
SP - 130
EP - 141
JO - Journal of Geoscience Education
JF - Journal of Geoscience Education
IS - 1
ER -