This formal discussion took up to one lecture period (50 75 min); there are 28 or 42 lecture periods (2100 min) for introductory biology during a BYU semester, depending on whether a class meets two or three times a week.
In addition, statements related to task and strategy indicated that the DL students were aware of the steps needed to be taken to study the course; whereas the F2F students were mostly concerned about being able to ask questions during the lecture period.
We defined "traditional" as teachers providing information with little student-teacher or student-student interaction during a lecture period.
Instead of providing traditional lectures, we implemented various active-learning methods (e.g., think pair share) during the lecture period to engage the students.
This laboratory-intensive course had a 2-h lecture period and 5-h laboratory period, both of which met on a weekly basis for 16 wk.
Students in both sections were welcome to ask questions (face-to-face for the traditional section and online for the hybrid section), although the vast majority of students in both sections did not ask questions during the lecture period.
A piloted, standardized questionnaire, with closed and open-ended questions, was distributed to all the registered medical students on a specific day, during an agreed lecture period, in 2007 or 2008.
The class consisted of two 75-minute lecture periods and one three-hour laboratory period each week.
The biology course met three times per week with more traditional lecture periods on Monday and Wednesday and an active learning period of POGIL guided inquiry sessions on Friday.
Seigfried said that "it is also clear from letters that Clapp helped Dewey with the content of the courses in which she assisted" pointing out that Clapp would meet with Dewey before his lecture periods to discuss the content of the class.
These class sessions (lecture periods) dealt with 1) membranes (90 min) and 2) differentiation (45 min) and were taught by the same instructor in both years.
