Author(s)

Susan Salter¹, Christine Gardner²

¹Faculty of Health, University of Tasmania, Launceston, Australia.
²Faculty of Education, University of Tasmania, Launceston, Australia.

Reducing the number of face-to-face laboratory sessions and supplementing with virtual/online alternatives are critical to managing the combined pressures of increasing first-year student numbers and decreasing university budgets. Most of the research studies about online practicals are hypothesis generating rather than hypothesis testing thus only providing initial support and direction for the generation of pedagogically sound online laboratory teaching. This pilot study investigated the effectiveness of using a combination of online and face-to-face practical sessions to enable students in a Microbiology unit, offered to students completing several health science courses, to connect discipline-specific theory and practical application. Quantitative and qualitative data were gathered using a paper-based questionnaire from 72 first-year students. Results showed that 65 percent of students preferred a combination of face-to-face and online sessions. Furthermore, determinants for engagement with online sessions varied with student gender.

Biomedical and Health Sciences, Higher Education, Microbiology, Online and Face-to-Face Practicals

Salter, S. and Gardner, C. (2016) Online or Face-to-Face Microbiology Laboratory Sessions? First Year Higher Education Student Perspectives and Preferences. Creative Education, 7, 1869-1880. doi: 10.4236/ce.2016.714189.