Analysis of Blended Learning Method for Teaching Introductory Soils Course.

Improving the course delivery approach is a continual learning process for faculty as they strive to make the activities, course material, and course format more effective for students’ learning and engagement. In the spring 2017, the Soil Resources course at the University of Nebraska-Lincoln (UNL) was offered in a blended learning structure consisting of a mix of online learning materials and a weekly 2-hr lab session. The pre-recorded lecture videos and reading materials along with a study guide worksheet were available online through LMS. During weekly lab meetings, course instructors addressed student questions, presented clicker questions for more difficult concepts to facilitate peer-to-peer interactions, and completed hands-on activities. The assessments included online quizzes, concept sketches, projects, and exams. Students completed a semester-end survey to gauge their perception and satisfaction in the course format and activities. Twenty students ranging in class standing from freshmen to seniors completed the course. The average grade was an 83% (B). Survey results showed that 45% of the students as being satisfied with the blended course format. Based on student discussions and interactions, future adjustments will include problem-solving recitation led by learning assistants prior to meeting for the 2-hr lab. Students would be expected to have viewed lecture videos prior to attending the recitation. This additional time will provide students an opportunity to obtain additional guidance on the higher level weekly quiz questions.