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Faculty Perspectives on Benefits and Challenges of Hybrid Learning

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Conference

2015 ASEE Annual Conference & Exposition

Location

Seattle, Washington

Publication Date

June 14, 2015

Start Date

June 14, 2015

End Date

June 17, 2015

ISBN

978-0-692-50180-1

ISSN

2153-5965

Conference Session

Teaching and Learning Strategies I

Tagged Division

Educational Research and Methods

Page Count

11

Page Numbers

26.768.1 - 26.768.11

DOI

10.18260/p.24105

Permanent URL

https://peer.asee.org/24105

Download Count

107

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Paper Authors

biography

Aliye Karabulut-Ilgu Iowa State University

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Dr. Aliye Karabulut-Ilgu is a lecturer in the department of Civil, Construction and Environmental Engineering at Iowa State University. Her background is in Curriculum and Instruction, and her research interests include online learning, hybrid learning, and technology integration in higher education.

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biography

Charles T. Jahren P.E. Iowa State University

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Charles T. Jahren is the W. A. Klinger Teaching Professor and the Assistant Chair for Construction Engineering in the Department of Civil, Construction and Environmental Engineering at Iowa State University. He earned his Bachelor of Science in Civil Engineering and his Master of Business Administration from the University of Minnesota and his PhD in Civil Engineering from Purdue University. He has over six years of industrial experience as a bridge construction project engineer for a construction contractor and as a research engineer for the Naval Civil Engineering Laboratory in Port Hueneme California. His teaching interests include construction equipment, cost estimating and construction process design including online and hybrid classes. His research interests include highway and heavy construction methods, road maintenance methods, innovations in construction process administration and online and active teaching methods.

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Abstract

 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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