Faculty Perceptions of the Use of Virtual Learning Environments in Introductory Biology Courses

Blended learning (BL) and virtual learning environments (VLEs) are innovative approaches that many higher education instructors are using to promote student success and learning in introductory biology courses. However, research does not provide insight into whether specific VLEs such as Mastering Biology (MB), are useful or effective in increasing student success. The purpose of this basic qualitative research study was to explore the experiences and perceptions of higher education introductory biology instructors regarding the use of BL and MB to promote student success and learning. The theoretical framework for this study was connectivism, based on the work of Siemens. Research questions were designed to explore higher education introductory biology instructors’ perceptions and experiences when using BL and MB to promote student learning. Participants included 10 higher education introductory biology instructors who either currently used or have used MB in their courses. Data were collected using semistructured interviews and then coded using emergent coding to identify themes and patterns. Results indicated that BL and VLEs are useful or effective tools that help to promote student success and learning. Instructors indicated that MB offers access to interactive activities to help supplement lecture materials. This study may foster positive social change by informing biology educators about the potential value of using MB and other VLEs in introductory biology courses to promote student learning