Skokan, C., & Ammerman, R. F., & Hoff, W. (2013, June), Evaluation of Hybrid Instruction of an Introductory Electronics Course  Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--19566

\bibitem{asee_peer_19566}
  Skokan, C., \& Ammerman, R. F., \& Hoff, W. (2013, June), \emph{Evaluation of Hybrid Instruction of an Introductory Electronics Course}
  Paper presented at 2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia.
  10.18260/1-2--19566

Catherine Skokan, Ravel F. Ammerman, and William Hoff.  "Evaluation of Hybrid Instruction of an Introductory Electronics Course".  2013 ASEE Annual Conference & Exposition, Atlanta, Georgia, 2013, June.  ASEE Conferences, 2013.  https://peer.asee.org/19566 Internet.  14 Dec, 2024

\bibitem{asee_peer_19566}
  Catherine Skokan, Ravel F. Ammerman, and William Hoff.
  "Evaluation of Hybrid Instruction of an Introductory Electronics Course".
  \emph{2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia, 2013, June}.
  ASEE Conferences, 2013.
  https://peer.asee.org/19566 Internet.  14 Dec, 2024

@INPROCEEDINGS{asee_peer_19566
author = "Catherine Skokan, Ravel F. Ammerman, and William Hoff"
title = "Evaluation of Hybrid Instruction of an Introductory Electronics Course"
booktitle = "2013 ASEE Annual Conference \& Exposition"
year = "2013"
month = "June"
address = "Atlanta, Georgia"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/19566}
number = {10.18260/1-2--19566}
}

TY  - CPAPER
AB  -                Evaluation of Hybrid Instruction in an Introductory                              Electronics CourseRecent literature has indicated that students today are becoming more comfortable withusing online resources and they may prefer many aspects of online instruction totraditional classroom instruction. They like the ability to learn from home at a time oftheir choosing and like the self-paced nature of online learning. Online instruction can bemore student-centered and flexible. Personal contact with faculty, however, is stillvalued by students. To further study the concept of combined online and traditionallecturing, we have developed, delivered, and assessed a hybrid set of lectures for a coursetitled “Introduction to Electrical Circuits, Electronics, and Power”. This course isrequired of Civil, Mechanical, Environmental, and Electrical Engineering majors and isoften chosen as an elective by other engineering majors. In the hybrid delivery of thiscourse, a set of lectures were taped and presented to a class using Blackboard. The on-line lectures took place for one third of the class sessions while the other two-thirds of thesessions remained in the traditional face-to-face format. Approximately 240 studentsregister in this course each semester. With four sections, the average class size is 60.Assessment of the success of the program took place by a statistical comparison ofcommon homework assignments, each of three common hour exams, and the commonfinal exam for four sections from a single semester. Three sections received the standardlectures while the other one experienced the hybrid format. The sections were taught bythree different instructors. They hybrid section and one of the traditional sections wastaught by one instructor, while the other two sections were taught by two additionalfaculty. The hybrid section performed equally to the other sections in homework, hourexams, and in the final exam. Our conclusion is that the hybrid section is a more efficientuse of professor time, allows the students to begin the process of life-long learning, andproduces equal results to the more traditional offering.
AU  - Catherine Skokan
AU  - Ravel F. Ammerman
AU  - William Hoff
CY  - Atlanta, Georgia
DA  - 2013/06/23
PB  - ASEE Conferences
TI  - Evaluation of Hybrid Instruction of an Introductory Electronics Course
UR  - https://peer.asee.org/19566
DO  - 10.18260/1-2--19566
ER  -