Murray, S. L., & Phelps, J., & Jones, K. L. (2015, June), Blended Classes: Expectations vs. Reality  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23624

\bibitem{asee_peer_23624}
  Murray, S. L., \& Phelps, J., \& Jones, K. L. (2015, June), \emph{Blended Classes: Expectations vs. Reality}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.23624

Susan L. Murray, Julie Phelps, and Kelly L. Jones.  "Blended Classes: Expectations vs. Reality".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/23624 Internet.  20 Apr, 2024

\bibitem{asee_peer_23624}
  Susan L. Murray, Julie Phelps, and Kelly L. Jones.
  "Blended Classes: Expectations vs. Reality".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/23624 Internet.  20 Apr, 2024

@INPROCEEDINGS{asee_peer_23624
author = "Susan L. Murray, Julie Phelps, and Kelly L. Jones"
title = "Blended Classes: Expectations vs. Reality"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/23624}
number = {10.18260/p.23624}
}

TY  - CPAPER
AB  -                            Blended Classes: Expectations vs. Reality                                      2015 ASEE AbstractBlended courses, also called hybrid, have a portion of the course taught face-to-face, in aclassroom and at least one-third of the course work is online. Some instructors consider thisformat to be “the best of both worlds”. Students receive the personal contact and interaction withthe instructor during the classroom portion. They also have flexibility in the pace, access, andrepetition of the online content. In this paper, we explore 48 graduate students’ expectations for ablended required operations management course. The same students were also surveyed at thecompletion of the course to determine how their expectations matched with their experiences inthe course.The majority of students had no prior experience with blended (77.6%) or online (55%) courses.The pre-survey showed students were hesitant or unsure about taking a blended course. At theend of the course, the post-survey included the statement “The online content motivated me to domore learning/studying than I would have done otherwise.” Most students “strongly agreed”(21%) or “agreed” (29%) with the statement and fewer “disagreed” (15%) or were “neutral”(35%). The vast majority of students (96%) felt that being able to work the online content at theirown pace was beneficial. Only two students (4%) felt they were not able to learn materialequally well in the online and traditional portions of the class. Most of the students (85%)expressed the desire to take another blended course based on their experience in this course.
AU  - Susan L. Murray
AU  - Julie Phelps
AU  - Kelly L. Jones
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Blended Classes: Expectations vs. Reality
UR  - https://peer.asee.org/23624
DO  - 10.18260/p.23624
ER  -