Improving the quality of learning in a blended learning environment for first-year biology

Improving the quality of learning in a blended learning environment for first-year biology Abstract Increased class sizes and rapid advancement of information technology has prompted institutions to move toward blended learning. The effectiveness of the instructional design of the blended learning courses has not been studied extensively in large classes. This study aims to interrogate the effectiveness of the instructional design of a large first year biology class with the aim of providing the most effective blend for all students but focusing on the at-risk and murky middle students. This was done by firstly investigating which of the different learning opportunities contributed most to the success of the students and secondly by investigating student engagement with the learning opportunities provided to them. The results show that small, face-to-face tutorial classes and online formative assessments contributed the most to student success. The results also show that at-risk and murky middle students tend to make use of learning opportunities less after the first summative assessment, possibly putting them at risk of failing.