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Student Perceptions of Online Resources as Predictors of Performance in a Hybrid Classroom: Exploratory Findings from a Large Engineering Economics Course

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2013 ASEE Annual Conference & Exposition


Atlanta, Georgia

Publication Date

June 23, 2013

Start Date

June 23, 2013

End Date

June 26, 2013



Conference Session

Computers in Education Division - General Technical Session 1

Tagged Division

Computers in Education

Page Count


Page Numbers

23.1104.1 - 23.1104.12



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Paper Authors


Kellie Grasman Missouri University of Science & Technology

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Kellie Grasman serves as an instructor in Engineering Management and Systems Engineering at Missouri University of Science and Technology. She holds graduate degrees in engineering and business administration from the University of Michigan, and began teaching in 2001 after spending several years in industry positions. She was named the 2011-2012 Robert B. Koplar Professor of Engineering Management for her achievements in online learning. She serves as an eMentor for the University of Missouri System and earned a Faculty Achievement Award for teaching.

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Dan Cernusca Missouri University of Science & Technology

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Dr. Dan Cernusca is Instructional Design Specialist in the Department of Global Learning at the Missouri University of Science and Technology. He received his Ph.D. degree in Information Science and Learning Technologies in 2007 from University of Missouri – Columbia. He also holds a BS and a Ph.D. from the University of Sibiu, Romania with a specialization in manufacturing technologies and respectively cutting-tools design. His research interests include Design-Based Research in technology-enabled learning contexts, technology-mediated problem solving, applications of dynamic modeling for learning of complex topics, and the impact of epistemic beliefs on learning with technology.

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Suzanna Long Missouri University of Science & Technology Orcid 16x16

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Dr. Suzanna Long is an Assistant Professor of Engineering Management and Systems Engineering (EMSE) at Missouri S&T and holds a Ph.D. and M.S. in engineering management, B.S. in physics and in history (University of Missouri-Rolla) and an M.A. in history (University of Missouri-St. Louis). Her research focuses on sustainable infrastructure systems, including sustainability in global supply chains and transportation systems. She is a recognized expert in sociotechnical systems.

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Student Perceptions of Online Resources as Predictors of Performance in a Hybrid Classroom: Exploratory Findings from a Large Engineering Economics CourseThis paper presents research findings from a full implementation of a hybrid/buffet approach toinstruction deployed in a large Engineering Economics course following a successful pilotimplementation in a previous semester. The core redesign of the course was built around anonline learning environment managed by WileyPLUS and consisting of a digital copy of the textReading assignments, and Practice problems with instant feedback and automated grading.Students’ “buy-in” and usage of the new instructional tools and strategies were critical elementsfor the success of this hybrid implementation. Therefore, in this study we focused on thestudents’ perceived usefulness, value and overall impact on their learning and their predictivepower on students’ overall course performance. We collected students’ perceptions with anonline survey administered at the end of the semester. Students’ participation was voluntary andrewarded with bonus participation points. Of the 227 enrolled students, 129 participated in thissurvey, mostly male (77%) and in comparable proportions seniors, juniors and sophomores.The dependent variable used in this study was students’ final percentage score, and the predictorsused were: a) overall perceived value and usefulness of WileyPLUS reading assignments, b)perceived value and usefulness of WileyPLUS graded practice problems and c) perceived overallimpact of WileyPLUS on own learning. To measure the perceived value and usefulness we usedsingle questions with appropriate 5-point evaluation scales. The perceived overall impactresulted from the evaluation of six statements related to the course concepts, quizzes, retention,confidence, time saving and grade and was evaluated with a 5-point Likert scale.To test the predictive power of the perception measures associated with WileyPLUS on students’course performance we proposed the following exploratory path analysis model. The minimum discrepancy measured by chi-square was not significant (χ2 (4) = 1.00, p = .91) which indicates that there is an adequate close fit between the hypothesized model and the perfect fit model. The adequacy of fit is also strengthened by the value of the ratio of the minimum discrepancy to the degrees of freedom, CDMIN/DF = .25, which is smaller than 2.0 asrecommended in the literature. The major goodness-of-fit measures supported a good fit: CFI =.99, higher than .95, the recommended value; RMSEA = .001, smaller than .06, a valuerecommended by the literature; and Holter critical sample size statistic, Holter (p = .05) = 1213,is higher than 200 that indicate the model adequately represents the sample data used. The majorfindings indicated that value and usefulness measures associated with WileyPLUS Readingswere not statistically significant predictors of perceived impact of WileyPLUS online resources,while all other path coefficients were statistically significant. These findings will be used toreshape future strategies to increase the impact of online readings.

Grasman, K., & Cernusca, D., & Long, S. (2013, June), Student Perceptions of Online Resources as Predictors of Performance in a Hybrid Classroom: Exploratory Findings from a Large Engineering Economics Course Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--22489

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