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Comparing Student Perceptions and Performance in Hybrid and Face-to-Face Environments

Abstract The National Center for Manufacturing Education (NCME) in partnership with the Quality Engineering Technology (QET) Department at Sinclair Community College received a NSF-ATE project grant in August 2003 to develop and test a hybrid instructional delivery methodology. The design uses small group activity-based instructional materials developed under previous grants in conjunction with supportive web-based content and learning objects for the individual online component. This allows face-to-face interaction to occur despite the groups’ working at different locations and times. Web-based supplemental instructional materials and learning objects created and under test support the previously developed instructional modules.

The primary outcome of the NSF-ATE grant, A Distributed Hybrid Approach to Creating a Community of Practice Using NSF Funded Manufacturing Engineering Technology Curriculum Modules  DUE 0302574, is evaluating the effectiveness of the delivery method as a means to increase the number of students in manufacturing-related programs by providing institutions, companies, and students a way to work together both onsite and online in a cost- effective, practical way. Previous ASEE presentations on this grant have focused on the theoretical backgrounds, students’ perceptions about distance versus pure face-to-face instruction, and the organization of the hybrid lecture and laboratory sections. This paper defines the current results related to meeting the project objectives, in particular student perceptions and academic performance, when comparing the use of a hybrid delivery mode versus traditional face-to-face instruction1,2.

Background The goal of the funded project is to develop, test, and evaluate the effectiveness of new web-based primary instructional materials, leading to a certificate in Continuous Process Improvement, which utilizes a unique distributed-hybrid delivery model. This is accomplished by expanding delivery options by blending onsite and online learning within a distance delivery system that economically expands the geographic area serviced by an individual college. The blended delivery system consists of small group face-to-face activities, web based synchronous and asynchronous communications tools and supporting web or video based instructional materials and learning objects.

Houdeshell and Pomeranz (2004) cited the need for qualified technicians and manufacturing practitioners, at a time when the number of TAC/ABET accredited Associate degree programs in Manufacturing Engineering Technology has dropped and postulated possible solutions. “One proposed solution to increase the viability of manufacturing related technology programs is to service a larger geographical area through the use of distance education” [1] The use of traditional distance education delivery methods has inherent problems of higher attrition for lower division undergraduates, greater difficulties in applying teamwork skills, and potential lack of student access to equipment for appropriate laboratory experiences. While use of computer simulations can provide realistic instruction for many laboratory experiences, many of

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Houdeshell, J., & Giguere, P., & Pomeranz, G. (2006, June), Comparing Student Perceptions And Performance In Distance, Hybrid And Face To Face Environments Paper presented at 2006 Annual Conference & Exposition, Chicago, Illinois. 10.18260/1-2--476