Hybrid Courses:Some Random Thoughts on Expectations and Outcomes

Martha Goshaw

Seminole State College of Florida

November 12, 2009

Where we’re going

What is a hybrid course? Why I went hybrid My successes and failures The random thoughts

Spectrum of instructional approaches

Traditional

web enhanced

hybrid

online

What is a hybrid course? A blend of face-to-face instruction and

online learning, which reduces classroom time by moving a significant part of course learning online.

SCC: 75% online/25% classroom

My Scenario Spring 2002 began teaching online statistics Within four semesters grew from 1 section to

4 sections Increasingly popular with students,

particularly nursing students, working students, and single moms

Spring 2004 began teaching online business calculus (MAC 2233)

Online MAC 2233 Began Spring 2004 with 1 section Not as successful as statistics Experimented over next few years with

different strategies to increase student success and retention within the course

Spring 2007 offered my first hybrid section

Random thought #1

Hybrid courses will have higher retention and success rates.

Hybrid MAC 2233Spring 2007 Talked with other professors who were

teaching hybrid courses Attended several conference sessions

regarding hybrid courses Wanted to ensure that each class

meeting led into the online learning and that the online learning would prepare students for the next class meeting

Results? Dismal! Out of 16 students who began

the course, only 5 finished. Why?

o Students had wrong expectations of the course.

o I needed more online resources for them.

Random thought #2

Students in hybrid courses will benefit from face-to-face instruction with the instructor and learn the material better.

Try again! Summer 2008 I tried again with a hybrid

section of STA 2023. Of the 15 students enrolled, 13 finished.

The two who withdrew did so for valid reasons that had nothing to do with the fact that the course was hybrid.

Why successful?

More clearly defined expectations about the format of the class

Regular weekly meetings Better structure to class activities

Random thought #3

Hybrid courses provide the best of both formats (face to face and online).

Fall 2008 Let’s try hybrid MAC 2233 again! Better description of the course and what was

expected of them Redesigned structure of weekly class

meeting time More resources posted online for students to

use

What was different?

Graded the class activities as part of their final course grade.

Activities could not be made up, to encourage attendance.

Results?

Of the 25 students enrolled, 21 finished. Of those 21 who finished, 15 got a C or

higher.

Spring 2009

Offered both hybrid statistics and business calculus

Courses offered at 9:30 am!

Results?

Hybrid Statistics: 21 of 25 finished, with 15 getting C or higher

Hybrid Calculus: 18 of 24 finished, with 12 getting a C or higher, but only 1 A

Younger students plus timing of course did not lead to the success I wanted

Random thought #4

Hybrid courses will be easier for me to teach.

Students felt no work was necessary outside of class.

To create continuous flow, I was doing double work: creating materials for the classroom and creating materials and assessments for online.

Fall 2009

One hybrid stat and one hybrid business calculus, but later in the day.

Hybrid stat began with 30 and has 25 left.

Hybrid business calculus began with 21 and has 16 left.

What is different this time?

Better flow between classroom and online components.

Restructuring of classroom component to shift responsibility to students.

Graded homework assignments.

Course Flow

Before class: read material, complete Reading/Study Guide to bring to class.

In class: submit Guide, class discussion based on Guide, answer questions as needed

After class: two days to prepare for quiz, then five days to prepare for next class

Issue

The mindset of today’s students! Turn it in and take the test should

automatically result in an A!

Course Redesign

The National Center for Academic Transformation’s Course Redesign Alliance

Promote informational technology as a way to improve student learning and reduce institutional costs.

Could a “redesigned” hybrid format fit?

Suggestions

Integrate the classroom and online components.

Emphasize to students their responsibility for learning.

Keep trying until you find what works for you and your students.

What about next time?

Revise the Reading/Study Guides to include more exercises and require as part of final grade.

Diagnostic test?

Please feel free to contact me at

goshawm@scc-fl.edu

Power point slides are online at www2.scc-fl.edu/mgoshaw