The preferences and satisfaction with hybrid instruction from students
Preferences and Satisfaction
Hybrid instruction, blending traditional face-to-face teaching with online learning, has emerged as a dynamic educational model offering educators and students a multifaceted approach to education. As academic institutions continue to navigate the complexities of delivering effective instruction amidst technological advancements and evolving pedagogical practices, understanding the preferences and satisfactions associated with hybrid instruction becomes imperative. By amalgamating the benefits of in-person interaction with the flexibility of virtual learning, hybrid instruction caters to diverse learning styles, fosters collaborative engagement, and empowers learners with personalized pathways to knowledge acquisition. In this introductory exploration, we delve into the multifaceted landscape of hybrid instruction, examining the nuanced preferences and satisfactions it affords both educators and learners in today's educational milieu.
Hybrid courses, where a portion of the traditional face-to-face instruction is replaced by web-based online learning, have proven to be among the most popular choices for students at institutions where they are offered. At first glance, the popularity seems intuitive because blended courses allow students and faculty to take advantage of much of the flexibility and convenience of an online course while retaining the benefits of the face-to-face classroom experience (Moskal and Cavanagh, 2014).
The U.S. Department of Education, in a meta-analysis of online research, reported that students in online courses mostly performed better, on average, than those in face-to-face classes, while students in blended courses performed the best (Means, Toyama, Murphy, Bakie, and Jones, 2010). Not only do students perform better in blended courses, but the electronic resources inherent in the modality offer other advantages, as well. Student analytics can be used to study and better understand student learning and can identify students who need early intervention (Dzuiban, Moskal, Cavanagh, & Watts, 2012). The online media tools available in a blended course can also significantly enhance student engagement, ensuring that all students participate in course discussions and benefit from collaborative learning (Moskal and Cavanagh, 2014).
Below are some findings from a research study that involved 20 participating American Association of State Colleges and Universities (AASCU) institutions. These 20 institutions enroll 250,000 students, of which 33% are low-income, and 75% are 25 years old or under (Moskal and Cavanagh, 2014).
Faculty perspectives
Survey Results
Preference to teach a future hybrid course (n=73)
Definitely not
1%
Probably not
6%
Not sure
19%
Probably
21%
Definitely
53%
Survey Results
Top five positive aspects of teaching a hybrid course (n=62)
Best of both worlds/convenient/broader range of materials
42%
Individualized/more attention to students
21%
More/better interactions with students
21%
Increases student independence
13%
More face-to-face class time for specifics
8%
Survey Results
Top five negative aspects of teaching a hybrid course ( n=44)
Doesn't work for students lacking discipline
28%
Problems for students not computer savvy
25%
Issues cut into face-to-face time
18%
Lessened importance of online assignments
16%
Feel disconnected
16%
Student Perspective
Survey Results
Student satisfaction with the hybrid course (n=1,131)
Very dissatisfied
7%
Somewhat dissatisfied
9%
Neither dissatisfied nor satisfied
25%
Somewhat satisfied
31%
Very satisfied
29%
Survey Results
Top five things students like most about hybrid learning (n=736)
Time-saving/convenient/flexible
43%
Instructor (or other class characteristics)
16%
Use of technology in learning
15%
Easy methods of/and getting help
10%
Able to review content/access material whenever
9%
Survey Results
Top five things students like least about hybrid learning (n=807)
Technology issues
17%
Instructor/other class characteristics
17%
Time-consuming/intensive
13%
Less teaching time by instructor/less actual class time
13%
Procrastination/time-management issues
9%
Survey Results
Students' likelihood of enrolling in future hybrid courses (n=1,313)
Definitely not
11%
Probably not
9%
Not sure
22%
Probably
24%
Definitely
34%
Citations
Dzuiban, C., Moskal, P., Cavanagh, T., & Watts, A. (2012). Analytics that inform the university: Using data you already have. Journal of Asynchronous Learning Networks, 16(3), 21-38.
Moskal, P. & Cavanagh, T. "Scaling Blended Learning Evaluation Beyond the University." Blended Learning Research Perspectives: Volume 2. Ed. Anthony Picciano, Charles Dzuiban, and Charles Graham. New York, NY, Routledge, 2014.
Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2010). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. Washington, DC: U.S. Department of Education, Office of Planning Evaluation and Policy Development.
