ArticleCBE life sciences education2019
Closing the Achievement Gap in a Large Introductory Course by Balancing Reduced In-Person Contact with Increased Course Structure.
Article in CBE life sciences education, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 15 papers, 1 of them a synthesis that pooled it.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
15 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math.Proceedings of the National Academy of Sciences of the United States of America · 2020Pooled it
- "Am I Teaching into the Void?" Instructor Perceptions of Active Learning in Online Biology Courses.Integrative organismal biology (Oxford, England) · 2026Article
- Mental FLOSS for faculty: effects of an inter-institutional community of practice on faculty mindset and inclusive teaching in higher education.Journal of microbiology & biology education · 2025Article
- Instructional Influencers: Teaching Professors as Potential Departmental Change Agents in Diversity, Equity, and Inclusion.CBE life sciences education · 2024Article
- An Equity-Focused Redesign of an Introductory Organismal Biology Lab Course To Develop Foundational Scientific Practices.Journal of microbiology & biology education · 2023Article
- Collaborative Teaching plus (CT+): A Timely, Flexible, and Dynamic Course Design Implemented during Emergency Remote Teaching in an Introductory Biology Course.CBE life sciences education · 2022Article
- Predictors of Academic Success in a Nontraditional Doctor of Pharmacy Degree Program at a Historically Black College and University.American journal of pharmaceutical education · 2022Article
- Undergraduate R Programming Anxiety in Ecology: Persistent Gender Gaps and Coping Strategies.CBE life sciences education · 2022Article
- "It made me feel like a bigger part of the STEM community": Incorporation of Learning Assistants Enhances Students' Sense of Belonging in a Large Introductory Biology Course.CBE life sciences education · 2022Article
- Beyond the Traditional Classroom: Increased Course Structure and Cooperative Learning Remove Differences in Achievement between Students in an In-Person versus Hybrid Microbiology Course.CBE life sciences education · 2022Article
- Institutionalizing evidence-based STEM reform through faculty professional development and support structures.International journal of STEM education · 2022Article
- Look Who's Talking: Teaching and Discourse Practices across Discipline, Position, Experience, and Class Size in STEM College Classrooms.Bioscience · 2021Article
- Implementation of a Flipped Active-Learning Approach in a Community College General Biology Course Improves Student Performance in Subsequent Biology Courses and Increases Graduation Rate.CBE life sciences education · 2021Article
- Improving Academic Performance, Belonging, and Retention through Increasing Structure of an Introductory Biology Course.CBE life sciences education · 2019Article
- "What Will I Experience in My College STEM Courses?" An Investigation of Student Predictions about Instructional Practices in Introductory Courses.CBE life sciences education · 2019Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
Abstract
Hybrid and online courses are gaining attention as alternatives to traditional face-to-face classes. In addition to the pedagogical flexibility afforded by alternative formats, these courses also appeal to campuses aiming to maximize classroom space. The literature, however, reports conflicting results regarding the effect of hybrid and online courses on student learning. We designed, taught, and assessed a fully online course (100% online) and a hybrid-and-flipped course (50% online 50% face-to-face) and compared those formats with a lecture-based face-to-face course. The three formats also varied in the degree of structure; the hybrid course was the most structured and the face-to-face course was the least structured. All three courses were taught by the same instructor in a large Hispanic-serving research university. We found that exam scores for all students were lowest in the face-to-face course. Hispanic and Black students had higher scores in the hybrid format compared with online and face-to-face, while white students had the highest performance in the online format. We conclude that a hybrid course format with high structure can improve exam performance for traditionally underrepresented students, closing the achievement gap even while in-person contact hours are reduced.
Indexed as
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What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.