Hybrid Learning Environments in Higher Education: Can TransformationalLearning Outcomes Be Achieved?

Hybrid Learning Environments in Higher Education: Can TransformationalLearning Outcomes Be Achieved?

Regina HenryCohort 8

04/10/23

QuoteQuote

“The illiterate of the 21st century will not be those that can’t read and write

but rather will be those that can’t learn, unlearn, and relearn.”

~Alvin Toffler

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Research PurposeResearch Purpose

To understand whether the hybrid instructional setting can empower students

to achieve transformational learning outcomes when the course is designed to encourage independent learning, social

interactions, and revised meanings of how the content can be applied in the real-

world.

Research QuestionsResearch Questions

1. How do adult students perceive the learning experiences in terms of student preparedness for the use of the learning tools?

2. What are the requirements needed to equip students to direct their learning experiences in a hybrid course?

3. What are the components and features of a hybrid instructional model?

4. In what ways does hybrid instructional delivery transform student learning?

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Significance of the ProjectSignificance of the Project

1. Instructional design could empower adult learners to direct learning outcomes with proper supports from course facilitator.

2. Learners could examine course content and ideas of the instructor and peers to be guided to examine their world views.

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Significance of the ProjectSignificance of the Project

3. Student could engage in reflective practices to arrive at new understandings of how the content can be applied in the real-world.

4. Hybrid instructional model could be developed to encourage students to explore current knowledge and purposefully engage in discussions that lead to transformational learning.

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Review of the LiteratureFrom Distant Learning to Hybrid LearningReview of the LiteratureFrom Distant Learning to Hybrid Learning

• Kupczynski & Hooper (2006); Morabito (1999)– 1873, Illinois Wesleyan University offers distant degrees – 1873, Female correspondences courses– 1881, Bible based correspondence courses

• Jefferies, n.d. – Instructional design include fax, e-mail, audio, and video in

1970’s• Garnham & Kaleta (2002)

– Four University of Wisconsin-College campuses introduced hybrid instruction in 1999.

– Blend of class seat time and internet based instruction

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• Buzzetto-More & Sweat-Guy (2006) & Lindsay, 2004)– Increase in discourse, reflective practices, and course satisfaction

• Riffell and Sibley (2003)– Students’ indicate design supports engagement and self-motivation

• Kritskaya and Dirkx (2000)– Learning model more likely to support transformative learning– Students explore content, examine and share beliefs, guided to new

meaning schemes through dialogue and discussion.

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Review of the LiteratureTransformative LearningReview of the LiteratureTransformative Learning

• Mezirow (2000), King (2005), Cranton (2006)– Examination of beliefs, reflections, discourse, change in paradigm

• King, (2005)– Education designed within scope of the student’s life– Critical Reflections

• Mezirow & Associates (2000)– Learner autonomy, disoriented dilemma, Self-assessment– Recognition of need for change, plan course for change; Implement

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Review of the LiteratureTechnology Supported Learning EnvironmentsReview of the LiteratureTechnology Supported Learning Environments

• Knowlton (n.d.)– Enhance student learning

• Expanded resources, active role in learning, in depth discussions

• Riffell & Sibley (2003), King (2005)– Increased Interaction and course satisfaction

• More opportunities for everyone to participate, time for reflections

• Lin, Pluck, & Bichelmeyer (2003), Biggs (2006)– Students’ reported preference for hybrid learning

• Increased interaction, supported reflective practices, and self-directed learning

Methodology Population and Research Sample Methodology Population and Research Sample

Christian universityTwo groups

Second year doctoral students

Group A31% Age: 30 – 3923% Age: 40 – 4946% Age: 50 – 59

Group B7% Age: 20 – 2933% Age: 30 – 3933% Age: 40 – 4920% Age: 50 – 597% Age: 60 – 69

• Group A– 31% Age: 30 – 39– 23% Age: 40 – 49– 46% Age: 50 – 59

Age• Group B

– 7% Age: 20 – 29– 33% Age: 30 – 39– 33% Age: 40 – 49– 20% Age: 50 – 59– 7% Age: 60 – 69

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Methodology Population Methodology Population

Race• Group A

– 69% Caucasian– 23% African American– 7% Other

• Group B– 80% Caucasian– 13% African American– 7% Other

ProfessionProfession• Group A

– 46% K-12 Education – 38% Administration– 08% Nursing– 08% Insurance

• Group B– 60% K-12 Education– 13% Higher Education– 27% Administration

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MethodologyData CollectionMethodologyData Collection

• Convenience Sampling– Intact Groups

– Internet Survey

• Likert Scale Survey– 4 response choices

– Descriptive quantitative data

• Open-Ended Questions– Qualitative data

– Self-report experience

• Interviews– Data were synthesized

and analyzed to expand on emerging trends

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MethodologyAnalytical MethodsMethodologyAnalytical Methods

• Nonparametric test Chi Square

• Descriptive statistics

• Independent samples t tests

• Telephone or Video Interview

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LimitationsLimitations

• Time

• Variety in hybrid course designs

• Changes in academic personnel

• Research questions changed

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Research Question #1 Perception of adult learners preparation to use instructional tools

Research Question #1 Perception of adult learners preparation to use instructional tools

Q3 I felt prepared to use the learning tools

• Independent samples t test

Group A (M = 2.83, SD = .94)

Group B (M = 2.64, SD = .84)

• t(24) = .07, p <.001

• Q5 My learning was enhanced as a result of this instructional design

• Independent samples t test

Group A (M = 2.83, SD = .75)

Group B (M = 2.64, SD = .68)

• t(23) = -.63, p <.001

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No Significant differences were found between the two groups.

Research Question #2Requirements for students to direct their learning in a hybrid course

Research Question #2Requirements for students to direct their learning in a hybrid course

Q6 I was equipped to direct my learning as a result of this course

• Independent samples t test

Group A (M = 3.00, SD = .95)

Group B (M = 3.00, SD = .55)

• t(24) = 1.00, p <.001

Q1 As a result of the hybrid course I view learning experiences differently.

• Independent samples t test

Group A (M = 2.67, SD = .89)

Group B (M = 3.07, SD = .46)

• t-value was t = 23 = -1.52.

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No Significant differences were found between the two groups.

Research Question #3 Features of the hybrid instructional designResearch Question #3 Features of the hybrid instructional design

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• Q7 Instructional environment prepared me to make meaningful connections to the course content

• Independent samples t test

Group A (M = 2.83, SD = .94)

Group B (M = 3.14, SD = .66)

• No significant differences found between the two groups

t(24) = -.957, p <.001

Research Question 4: Ways hybrid instructional delivery transform student learning?Research Question 4: Ways hybrid instructional delivery transform student learning?

• Survey Q2 ability to engage in active dialogue and discussions with peers in a way that supported integration of real-world views in the hybrid setting

• Q4 Learned new ways to apply my learning in my personal practice

• Q8 Hybrid course encouraged reflections

• Q9 Hybrid course encouraged reconstruction of knowledge

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Hybrid instructional delivery transform student learningHybrid instructional delivery transform student learning

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Qualitative ResultsQualitative Results

• Attitudes and Perceived learning outcomes– Liked most

• Ability to establish personal voice

• Course design

• Flexibility

• Ability to reflect and guide learning

• Provoked thought and ability to guide their learning

– Liked Least

• Missed F2F contact

• Training on technology

– Requirements for successful implementation

• Clear expectations

• Training on technology

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Follow-up InterviewsFollow-up Interviews

• Course encourage dialogue, discussions, and reflections– “Felt freer to discuss topics”

– “Topics challenged the existing paradigms of all students”

– “In the on-line setting you were given time to think and reflect, conversations are on-going”

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Follow-up InterviewsFollow-up Interviews

• Asked for more details on how students directed their own learning.– “I found myself digging deeper into ideas/issues that interested me

so my learning seemed very personal.”

– “Instead of passive learning in class and passive listening, engaged at every level of the course.”

– “Disciplined to meet deadlines, paced self, set schedules to engage in chat sessions since meetings were not in class and participation was expected in chat sessions

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Follow-up InterviewsFollow-up Interviews

• Impact the course had on the lives of students– “It was good to have a paradigm shift brought about by the exchange

of ideas in the course.”

– “Presented professional development on the course topic.”

– “I figured out that I was wrong and I changed my way of thinking.”

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DARE ModelDARE Model

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Activate

Direct

Reflect

Engage

Findings & ConclusionsFindings & Conclusions

• 72% - Prepared to use learning tools.

• 78% - Viewed learning climate differently

• 93% - Course encourage dialogue and discussion

• 77% - Design supported connections to course content

• 83% - applied to personal practice

• 88% - Encouraged reflections and reconstruction of knowledge

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RecommendationsRecommendations

• Examine data for significant differences between males and females

• Replication study to examine the framework

• Analysis of student discussion in course

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ImplicationsImplications

• Academy explore ways to improve course design

• Improve adult learning outcomes

– Pre-train students to use technology

– Identify and establish remote support

– Plan course design with careful thought

– Examine resources to appropriately challenge learners

– Make the instruction applicable to students life to support transformations.

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Questions

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DIRECTDIRECT

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ACTIVATEACTIVATE

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REFLECTREFLECT

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ENGAGEENGAGE

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