Asee peer logo

Faculty Perspectives on Benefits and Challenges of Hybrid Learning

Download Paper |


2015 ASEE Annual Conference & Exposition


Seattle, Washington

Publication Date

June 14, 2015

Start Date

June 14, 2015

End Date

June 17, 2015





Conference Session

Teaching and Learning Strategies I

Tagged Division

Educational Research and Methods

Page Count


Page Numbers

26.768.1 - 26.768.11



Permanent URL

Download Count


Request a correction

Paper Authors


Aliye Karabulut-Ilgu Iowa State University

visit author page

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.

visit author page


Charles T. Jahren P.E. Iowa State University

visit author page

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.

visit author page

Download Paper |


 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

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2015 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015