A hybrid biology course: Implications of merging Internet -enhanced and campus-based instructional modes

This is possibly the first study of a hybrid online biology course where WebCT internet-enhanced modes of instruction replaced conventional face-to-face (F2F) lecture materials, merging with collaborative inquiry-based on-campus laboratory instructional modes. Although not a true experiment, the design of this study included three independent cohorts, a pretest and three posttests, as described by Gay and Airasian (2000). This study reported differences in age, gender, number of prior online courses and pretest scores. Over time, persistence, achievement and computer self-efficacy differed in one hybrid online section (N = 31) and two F2F cohorts (N = 29 and 30). One F2F cohort used written test materials and the other used intranet-delivered materials to examine possible differences in groups using electronic assessment modes. In this study, community college students self-selecting into online hybrid and traditional versions of the same biology course did not have the same number of prior online courses, achievement or persistence rates as those self-selecting into F2F sections of the same course with the same laboratories and instructor. This study includes twenty pretest items selected from Instructor's Manual and Test Item File to Accompany: Inquiry into Life, 9th Edition (Schrock, 2000). This study produced 63 tables, 13 figures and 173 references.