Blended Classes: Expectations vs. Reality
- Conference
- Location
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Seattle, Washington
- Publication Date
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June 14, 2015
- Start Date
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June 14, 2015
- End Date
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June 17, 2015
- ISBN
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978-0-692-50180-1
- ISSN
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2153-5965
- Conference Session
- Tagged Division
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Engineering Management
- Tagged Topic
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Diversity
- Page Count
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7
- Page Numbers
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26.285.1 - 26.285.7
- DOI
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10.18260/p.23624
- Permanent URL
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https://peer.asee.org/23624
- Download Count
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580
Paper Authors
Susan L. Murray Missouri University of Science & Technology
Dr. Susan Murray is a Professor of Engineering Management and Systems Engineering at Missouri University of Science and Technology. Dr. Murray received her B.S. and Ph.D. in Industrial Engineering from Texas A&M University. Her M.S. is also in Industrial Engineering from the University of Texas-Arlington. She is a director for the EM Division of ASEE and a ASEM Fellow.
Julie Phelps Missouri University of Science & Technology
Julie Phelps has been an instructional designer at Missouri University of Science and Technology since 2010. She supports faculty in the effective use of technology in the classroom as well as blended/online course development. She holds an M.A. in Information and Learning Technologies from The University of Colorado-Denver and a B.S. Ed. from The University of Missouri, Columbia.
From 2001-2010, Julie was an instructional specialist for the eMINTS National Center providing professional development to K-12 teachers throughout Missouri. Prior to eMINTS, Julie taught elementary grades in Missouri, Texas, and Colorado over a span of 17 years.
Kelly L. Jones
Kelly L. Jones is an instructional designer, researcher, and consultant with thirteen years’ experience in higher education. She completed her Ph.D. in Curriculum and Instruction at Mercer University, and holds an M.Ed. in Educational Technology from Georgia College & State University and a B.S. in Communication and Information Technology from Middle Georgia State College. Kelly teaches courses in academic literacy, writing, and instructional design and technology. Her research interests include e-Learning, new media, new literacies, social learning, adult learning theory, and the digital extracurriculum.
Abstract
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.
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
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