June 14, 2015
June 14, 2015
June 17, 2015
Educational Research and Methods
26.768.1 - 26.768.11
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.
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
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