BL4AL Survey: Evaluating Undergraduate Student Persistence Within Blended Learning Science Environments That Support Active Learning

• In Event: 47.074 - Learning Experiences: In Inquiry and Perceptions

Abstract

As more courses in higher education embrace blended learning (BL) formats and active learning (AL) strategies, how do BL and AL relate to student persistence? In the study of introductory-level science courses a survey, BL4AL, was created, based on Eddy, Converse, and Wenderoth's (2015) Practical Observation Rubric To Assess Active Learning (PORTAAL) and Johnson and McClure's (2004) version of the Constructivist Learning Environment Survey (CLES), also called CLES 2(20). The survey was validated through confirmatory factor analyses, and used to examine students' perceptions of BL affordances on AL for their own persistence. The results indicated students' motivation and confidence in relation to the course's traditional learning methods, instead of the nontraditional, predict whether the students will persist in the sciences.

Author

• Brenda Such, University of Florida