Karabulut-Ilgu, A., & Jahren, C. T. (2015, June), Faculty Perspectives on Benefits and Challenges of Hybrid Learning  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24105

\bibitem{asee_peer_24105}
  Karabulut-Ilgu, A., \& Jahren, C. T. (2015, June), \emph{Faculty Perspectives on Benefits and Challenges of Hybrid Learning}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.24105

Aliye Karabulut-Ilgu and Charles T. Jahren P.E..  "Faculty Perspectives on Benefits and Challenges of Hybrid Learning".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/24105 Internet.  25 Apr, 2024

\bibitem{asee_peer_24105}
  Aliye Karabulut-Ilgu and Charles T. Jahren P.E..
  "Faculty Perspectives on Benefits and Challenges of Hybrid Learning".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/24105 Internet.  25 Apr, 2024

@INPROCEEDINGS{asee_peer_24105
author = "Aliye Karabulut-Ilgu and Charles T. Jahren P.E."
title = "Faculty Perspectives on Benefits and Challenges of Hybrid Learning"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/24105}
number = {10.18260/p.24105}
}

TY  - CPAPER
AB  -   Hybrid  learning,  interchangeably  referred  as  blended  learning,  is  an  educational  approach  that  combines  traditional  face-­‐to-­‐face  education  with  online  learning.  Hybrid  courses  have  gained  popularity  among  faculty,  students,  and  institutions,  so  it  is  important  to  understand  why  faculty  members  choose  to  convert  their  traditional  face-­‐to-­‐face  courses  to  hybrid  format.  This  study,  conducted  in  a  major  Midwestern  university,  will  present  the  results  of  a  qualitative  case-­‐study  documenting  the  experiences  of  four  instructors,  who  could  be  identified  as  innovation  champions  and  early  adopters  of  hybrid  instruction  in  the  university’s  college  of  engineering.      Two  semi-­‐structured  interviews  (one  in  early  semester;  one  in  late  semester)  were  conducted  with  each  of  the  participants.  The  interview  protocol  included  questions  focusing  on  reasons  for  choosing  hybrid  learning;  experiences  in  course  development  process;  benefits  and  challenges  brought  by  hybrid  learning;  and  its  effects  on  student  learning.  The  interviews  were  audio-­‐recorded  and  transcribed  verbatim  for  analysis,  and  the  data  were  coded  for  recurring  themes  and  categories.  Preliminary  analysis  of  the  data  indicated  that  benefits  of  hybrid  instruction  were  flexibility,  learner  pacing,  and  released  time  for  complex  problem  solving.  The  challenges  the  faculty  encountered,  on  the  other  hand,  included  time  investment  required  in  initial  course  development  and  reduced  interaction  with  students.  Recommendations  offered  by  the  faculty  members  could  potentially  serve  as  a  guide  for  institutions  considering  implementing  and/or  expanding  hybrid  course  development  initiatives.    
AU  - Aliye Karabulut-Ilgu
AU  - Charles T. Jahren P.E.
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Faculty Perspectives on Benefits and Challenges of Hybrid Learning
UR  - https://peer.asee.org/24105
DO  - 10.18260/p.24105
ER  -