Introduction
In the wake of the COVID-19 pandemic, flexible modalities that blur the lines between “online” and “in-person” courses continue to be explored. Recently, EDLI was invited to assist biological science faculty in evaluating the impact of course modality on student performance. This assessment aimed to determine whether an online format for this gateway biological science course offers the same opportunities for achieving learning outcomes as in-person formats. Biological sciences instructors came to EDLI following their fall semester 2021 course with student data to see if we could determine the likely cause of differences they were seeing in their online and in-person sections.
Background
The evaluation centered on a gateway introductory biological science course, which saw multiple sections offered in a synchronous hybrid modality due to the pandemic. In Fall 2021, nine sections were offered in total, with eight paired sections delivering identical synchronous instruction to both online and in-person students during the same time slots, and one online-only section. Students initially chose between in-person and online attendance, finalizing their modality after two weeks. By Fall 2022, there were five sections, with four in-person and one online. Instructors noticed that online sections were consistently performing worse on course assessments than in-person sections.
Methods
We used data from approximately 1700 students, which was provided to us by the biological science faculty, including the course grade book and university registrar. The grade book included formative assessments and summative exam grades, while registrar data covered demographics and prior academic performance. Linear regression analysis was conducted to determine the predictors of student performance.
Key Findings
- Participation and Performance: In Fall 2021, online sections showed lower iClicker participation and exam totals on average. However, course modality was not a significant predictor of exam scores in the regression models.
- Predictors of Success: The top predictors of higher exam scores included integration quiz grades, iClicker participation, being male, continuing generation, and being white.
- Consistent Outcomes: The results from Fall 2022 were consistent with those from Fall 2021, reinforcing the study’s conclusions.
Key Takeaways
- Engagement Matters: Although online students performed worse on average, the difference was not directly caused by the course modality. Engagement, as indicated by iClicker participation, played a crucial role in student performance.
- Inclusive Teaching Practices: The study underscores the importance of incorporating interactive tools and engagement strategies to enhance student participation and outcomes, as well as offering support outside the classroom to students from underrepresented groups.
- Beyond Modality: Factors such as demographics, prior knowledge, and engagement have a more direct influence on student performance than course modality alone. Educators should focus on creating an interactive and inclusive learning environment, regardless of the delivery format, and recognize that it may be more difficult for students in online modalities to engage as consistently as in-person students.
Conclusion
This evaluation offers important insights into the course features and student behaviors that impact learning outcomes in synchronous hybrid modalities. While course modality impacts certain aspects of student performance, engagement and inclusive teaching practices are critical determinants of success. By understanding and addressing the factors that truly influence student performance, educators can better support their students and foster a more effective and equitable learning environment.