The Effectiveness of a Learner-Centered Pedagogical Approach with Flipped Pedagogy and Digital Learning Environment in Higher Education Feedback on a Cell Biology Course

Abstract

This paper aims to examine the results of a survey of 292 first-year biology students to evaluate their perception of their learning environment, as well as their ability to handle an educational innovation such as reverse pedagogy and serious gaming integrated into a hybrid learning environment. We also present the approaches and steps that allowed us to validate our statistical study. We used a methodology to validate the instrument developed; using standard parameters, the mean and the standard deviation to describe quantitative data and percentages for qualitative data. The internal consistency of the scales was assessed using the correlation coefficient calculated after a one-factor analysis of variance as well as Cronbach's alpha coefficient (α). The scores show that the items and subscales have good internal consistency. In addition, it shows that the students are fully aware of their learning environment and the difficulties they encounter. They are motivated to embrace our pedagogical innovation. It, therefore, confirms our willingness to implement this pedagogical model for students in the coming years.