LEARNING EXPERIENCE WITH VIRTUAL ACTIVITIES FOR TEACHING MICROBIALBIOTECHNOLOG

IVANA L GALERA, EDGARDO OBERTI, MARCELO SUÁREZ, MARIANA PERALTA, PAULINA L PÁEZ, JOSÉ L BARONETTI, MARÍA G PARAJE.

Tucumán

Congreso; XII Congreso Argentino de Microbiología General; 2017

Asociación Civil de Microbiología General

IntroductionThe options forWeb-based education range from the use of applications in traditionalclassrooms to comprehensive online courses in which there is no face-to-facecontact. In experimental disciplines, as Microbiology, it is not easy thevirtual implementation activities. A ?hybrid  course? is one that utilizes a combination ofthe traditional classroom format and distance learning via the Web.ObjectiveTo create avirtual classroom in which Microbial Biotechnology students of Biology careercould complement the theory required skills of this science, and competencieswhile overcoming such challenges as time limitations and resources, and lack offeedback often encountered in a traditional laboratory setting.DesignA blendedlearning experience with traditional practices and e-learning was implementedto teach of Microbial Biotechnology to Biology students. Virtualclassroom (Moodle) modules were used to complement each theory class, withapplication of different topics, as search new research, interpretation andreporting results, compared scientifically and reports news.The optionalcourse lasted 2 months and included formal lectures on theory (8), seminars(2), practical classes (5) plus visit to an industrial.  The virtual activities were focus to analysesof different biotechnological real problem (industrial, ambient, veterinary,pharmacy and agronomy).ResultsTwenty studentsof Biology career at the University of Córdoba participated in the virtualclassroom. The onlineblended-learning activities proposed were essentially real problem-basedmultimedia interactive activities as virtual exercises, and other onlineresources for learning reinforcement and communication with the tutors.  Learning achievement was evaluated byquestions about Microbiology case-based problems. Students´ perceptions wereobtained by assessment questionnaire.Virtuallaboratory exercises were divided into 8 modules depending on the educationalaim: (1) identification of microorganisms with biotechnological interest, (2)advance microbiological methods, (3) microbiological fermentation analysis(beer production), (4) molecular technique-based methods (5) microbiologicalanalysis of food samples (Argentinian Alimentary Code ? made hand beerproduction) and (6) bioremediation microbiological methods; and finally, 2activity with paper analysis with oral presentation.At the end ofthe study, participants classified the virtual classroom and the navigationenvironment, its design, and the training efficiency of the virtual exercisesbased on their own personal perceptions of blended learning. Students wereinvited to respond to the statements using a 5-point Likert scale ranging from5 = strongly agree to 1 = strongly disagree. We retained the format of theoriginal instruments for reliability purposes.ConclusionAs teachers weconsider that combining different learning scenarios as "hybridapproach" improved the efficiency of classroom, although were smallclasses. It was possible increased the degree of student-led learning, improvedoverall satisfaction with the learning experience, enhance microbialinformation skills acquisition and student achievement. Students achievedhigher grades. The knowledge acquired proved highly satisfactory to them andthey placed great value on the experience.