Hybrid Works BestHybrid Works Best

Looking to Professional Research Looking to Professional Research to Understand Why and How to Understand Why and How

Hybrid Classes Best Foster Basic Hybrid Classes Best Foster Basic Skills DevelopmentSkills Development

Why Redesign Your College Why Redesign Your College Course?Course?

• Increasing EnrollmentIncreasing Enrollment• Limited classroom spaceLimited classroom space• Reduced facilities costsReduced facilities costs• Increasing demand for online classes Increasing demand for online classes

and flexible schedulingand flexible scheduling• Inadequate student preparednessInadequate student preparedness

Students in Hybrid Classes Students in Hybrid Classes Perform BestPerform Best

• University of Central Florida research University of Central Florida research shows “that students in hybrid courses shows “that students in hybrid courses achieve better grades than students in achieve better grades than students in traditional face-to-face courses or totally traditional face-to-face courses or totally online courses” (Aycock et al., 2002).online courses” (Aycock et al., 2002).

Source: Aycock, A., Garnham, C. & Keleta, R. (2002, March 20). Lessons learned from Source: Aycock, A., Garnham, C. & Keleta, R. (2002, March 20). Lessons learned from the hybrid the hybrid course project. course project. Teaching with Technology Today, 8 (6). Teaching with Technology Today, 8 (6). Retrieved May 2, 2006, from Retrieved May 2, 2006, from http://www.uwsa.edu/ttt/articles/garnham2.htm. http://www.uwsa.edu/ttt/articles/garnham2.htm.

Students in Hybrid Classes Students in Hybrid Classes Have Better Retention than Have Better Retention than

Online Online • ““Data from the University of Central Data from the University of Central

Florida also show[s] that student Florida also show[s] that student retention in hybrid courses is better retention in hybrid courses is better than retention in totally online than retention in totally online courses and equivalent to that of face-courses and equivalent to that of face-to-face courses” (Aycock et al, 2002). to-face courses” (Aycock et al, 2002).

Source: Aycock, A., Garnham, C. & Keleta, R. (2002, March 20). Lessons Source: Aycock, A., Garnham, C. & Keleta, R. (2002, March 20). Lessons learned from the hybrid learned from the hybrid course project. course project. Teaching with Technology Today, Teaching with Technology Today, 8 (6). 8 (6). Retrieved May 2, 2006, from Retrieved May 2, 2006, from http://www.uwsa.edu/ttt/articles/garnham2.htm. http://www.uwsa.edu/ttt/articles/garnham2.htm.

What Student Challenges What Student Challenges Lead to Redesigning Lead to Redesigning

Developmental English Developmental English Courses?Courses?

Students Need to Improve Students Need to Improve Basic SkillsBasic Skills

Students lack the basic skills they need to Students lack the basic skills they need to be successful in college, including skills be successful in college, including skills in grammar, writing, and technology.in grammar, writing, and technology.

According to Bridget Long of the National Center for According to Bridget Long of the National Center for Public Policy and Higher Education, “Only one-third of Public Policy and Higher Education, “Only one-third of students leave high school at least minimally prepared students leave high school at least minimally prepared for college. . . .Among those who persevere to college, for college. . . .Among those who persevere to college, 35 to 40 percent require remedial courses in reading, 35 to 40 percent require remedial courses in reading, writing or mathematics” (2005).writing or mathematics” (2005).

Source: Source: http://www.highereducation.org/crosstalk/ct0405/voices0405-long.shtmlhttp://www.highereducation.org/crosstalk/ct0405/voices0405-long.shtml

Students Respond to varied Students Respond to varied Learning StylesLearning Styles

Students with a variety of learning styles Students with a variety of learning styles are well-served by different resources are well-served by different resources available in a hybrid environment.available in a hybrid environment.

The Teaching-Learning Center at Durham Technical Community The Teaching-Learning Center at Durham Technical Community College in North Carolina offers the following ways hybrid courses College in North Carolina offers the following ways hybrid courses “maximize student learning:”“maximize student learning:”– ““Students can view and review prerecorded lectures and Students can view and review prerecorded lectures and

access course notes and other materials such as course access course notes and other materials such as course syllabus, assignment schedule, task sheets, grades, and so on.”syllabus, assignment schedule, task sheets, grades, and so on.”

– ““Presents materials in a range of formats can help make sure Presents materials in a range of formats can help make sure every student is fully engaged in at least some class activities. every student is fully engaged in at least some class activities. Allows for auditory, visual, tactile learners.”Allows for auditory, visual, tactile learners.”

Source: Source: http://courses.durhamtech.edu/tlc/www/html/Special_Feature/hybridclasses.htmhttp://courses.durhamtech.edu/tlc/www/html/Special_Feature/hybridclasses.htm

Students Need and Want Students Need and Want Technology SkillsTechnology Skills

• Students understand that they need Students understand that they need basic skills in order to be successful in basic skills in order to be successful in college and beyond; thus, they are college and beyond; thus, they are more likely to embrace new ways of more likely to embrace new ways of learning.learning.

In “The Hybrid Online Model: Good Practice,” Margie In “The Hybrid Online Model: Good Practice,” Margie Martyn (2003)Martyn (2003) maintains that “E-learning provides non-maintains that “E-learning provides non-traditional adult students, who traditional adult students, who are juggling full-time are juggling full-time employment and family responsibilities, an employment and family responsibilities, an opportunity to leverage the new technologies of the Internet to opportunity to leverage the new technologies of the Internet to achieve achieve the skills they need to stay competitive in an the skills they need to stay competitive in an increasingly digital job increasingly digital job market” (p. 1).market” (p. 1).

Source: Source: Educause Quarterly (2003)Educause Quarterly (2003). Retrieved May 2, 2006 from . Retrieved May 2, 2006 from http://www.educause.edu/ir/library/pdf/EQM0313.pdf http://www.educause.edu/ir/library/pdf/EQM0313.pdf

Students Benefit from the Students Benefit from the Flexible Structure of Hybrid Flexible Structure of Hybrid

CoursesCourses• Students who take longer to master Students who take longer to master

basic skills, especially lower-level basic skills, especially lower-level developmental students and ESL developmental students and ESL students, benefit from flexible structure students, benefit from flexible structure offered by mastery programs such as offered by mastery programs such as My My Writing LabWriting Lab..

• Students can spend more time Students can spend more time practicing the areas they are weak in practicing the areas they are weak in and gloss over areas they have and gloss over areas they have mastered.mastered.

Students with Disabilities Students with Disabilities Need and Deserve OptionsNeed and Deserve Options

• Hybrid courses offer a variety of learning Hybrid courses offer a variety of learning options for those students who have limited options for those students who have limited capacities. It is the responsibility of the capacities. It is the responsibility of the institution to make accommodations for students institution to make accommodations for students who are protected under the Americans with who are protected under the Americans with Disabilities Act.Disabilities Act.

• For example, deaf students can read text For example, deaf students can read text versions of lectures and write to other students versions of lectures and write to other students instead of speaking in class. Blind students can instead of speaking in class. Blind students can listen to audio versions of lectures. Physically listen to audio versions of lectures. Physically challenged students can use adaptive technology challenged students can use adaptive technology to grant access to online modules. to grant access to online modules.

““Lessons Learned” from Lessons Learned” from University of Wisconsin University of Wisconsin Hybrid Course ProjectHybrid Course Project

UWM’s Hybrid Course Project: UWM’s Hybrid Course Project: A Study of What WorksA Study of What Works

• The “lessons learned” by the faculty at the University of The “lessons learned” by the faculty at the University of Wisconsin-Milwaukee, are detailed in the overview of the Wisconsin-Milwaukee, are detailed in the overview of the university’s Hybrid Course Project (previously cited as Aycock university’s Hybrid Course Project (previously cited as Aycock et al). Available at et al). Available at http://www.uwsa.edu/ttt/articles/garnham2.htm http://www.uwsa.edu/ttt/articles/garnham2.htm

• The website also contains a link entitled The website also contains a link entitled Introduction to Introduction to Hybrid CoursesHybrid Courses, which provides an excellent picture of why , which provides an excellent picture of why hybrid works: hybrid works: http://www.uwsa.edu/ttt/articles/garnham.htmhttp://www.uwsa.edu/ttt/articles/garnham.htm

• For more complete information about the Hybrid Course For more complete information about the Hybrid Course Project, including sample hybrid courses; a template for Project, including sample hybrid courses; a template for replicating the project's Faculty Development Program; replicating the project's Faculty Development Program; assessment protocols used during the project and; a Website assessment protocols used during the project and; a Website designed to provide students information about hybrid designed to provide students information about hybrid courses, visit courses, visit http://http://www.uwm.edu/Dept/LTC/hybrid.htmlwww.uwm.edu/Dept/LTC/hybrid.html..

Lesson: Students Need Help Lesson: Students Need Help Understanding the Hybrid Understanding the Hybrid

EnvironmentEnvironment““Students don’t grasp the hybrid concept Students don’t grasp the hybrid concept

readily” readily” ----Students need help understanding what a hybrid Students need help understanding what a hybrid course is and what will be expected of them. course is and what will be expected of them.

--The key to student success in the hybrid --The key to student success in the hybrid environment is willingness on his/her part to learn environment is willingness on his/her part to learn and use the resources. As Catherine Kelley, assistant and use the resources. As Catherine Kelley, assistant provost for educational technology at Fairleigh-provost for educational technology at Fairleigh-Dickinson, says, “For some students [technology] is Dickinson, says, “For some students [technology] is medicine. . . .They may not like it, but they need it—medicine. . . .They may not like it, but they need it—like a basic composition course” (Young, 2002).like a basic composition course” (Young, 2002).

Source: Young, J.R. (2002) ‘Hybrid’ teaching seeks to end the divide between traditional Source: Young, J.R. (2002) ‘Hybrid’ teaching seeks to end the divide between traditional and online instruction. and online instruction. The Chronicle of Higher Education 28(28). The Chronicle of Higher Education 28(28). Retrieved from Retrieved from http://chronicle.com/free http://chronicle.com/free

Lesson: Hybrid Fosters Good Lesson: Hybrid Fosters Good Communication SkillsCommunication Skills

• ““Hybrid courses facilitate interaction Hybrid courses facilitate interaction among students, and between students among students, and between students and their instructor.”and their instructor.”

Students are more likely to engage in classroom Students are more likely to engage in classroom discussion discussion when they are in the classroom for fewer when they are in the classroom for fewer hours. In addition, they are more likely to hours. In addition, they are more likely to communicate via e-mail, which fosters good writing communicate via e-mail, which fosters good writing skills. These skills are especially important for skills. These skills are especially important for developmental English students in courses such as developmental English students in courses such as Basic Language Skills, Writing Foundations, and Basic Language Skills, Writing Foundations, and Composition Strategies.Composition Strategies.

Lesson: Students Enjoy the Lesson: Students Enjoy the Flexibility of Hybrid CoursesFlexibility of Hybrid Courses

• ““Time flexibility in hybrid courses is Time flexibility in hybrid courses is universally popular.” universally popular.” One student was quoted as saying, “I like the One student was quoted as saying, “I like the flexibility in flexibility in that I can work on the course that I can work on the course when it fits my schedule. when it fits my schedule. With working, With working, taking care of family, and going to school, I don’t taking care of family, and going to school, I don’t always have the freedom to be at class at a always have the freedom to be at class at a particular time” (Aycock et al., 2002).particular time” (Aycock et al., 2002).

Lesson: Despite Initial Lesson: Despite Initial Confusion, Students Embrace Confusion, Students Embrace

TechnologyTechnology““Technology was not a significant obstacle.”Technology was not a significant obstacle.”

--Once students became familiar with the technology, --Once students became familiar with the technology, there were few problems with their skills. “Eighty there were few problems with their skills. “Eighty percent [80%] of the students reported that they would percent [80%] of the students reported that they would recommend hybrid courses to their friends” (Aycock et recommend hybrid courses to their friends” (Aycock et al., 2002).al., 2002).

--Manner (2003) believes that “an effective solution for --Manner (2003) believes that “an effective solution for what [she has] come to call ‘techno-savvy’ can be a what [she has] come to call ‘techno-savvy’ can be a thoughtful and supported infusion into the regular thoughtful and supported infusion into the regular course curriculum” (p. 33)course curriculum” (p. 33)

Source: Manner, J.C. (2003). Serving the non-traditional student through a technology-enhanced Source: Manner, J.C. (2003). Serving the non-traditional student through a technology-enhanced curriculum. curriculum. Tech Trends 47(5), 32-35.Tech Trends 47(5), 32-35.

How to Initiate and How to Initiate and Maintain a Maintain a

Redesign ProjectRedesign Project

Gain Faculty Support for Gain Faculty Support for RedesignRedesign

• Find an innovative group of peers who Find an innovative group of peers who want to introduce technology into their want to introduce technology into their courses.courses.

• Study other schools’ redesign projects Study other schools’ redesign projects and find one you’d like to emulate.and find one you’d like to emulate.

----University of San Francisco invited faculty to participate University of San Francisco invited faculty to participate in a Course in a Course Redesign Pilot Project. Details can be found at Redesign Pilot Project. Details can be found at http://www.usfca.edu/its/cit/online/redesign_continued.htm http://www.usfca.edu/its/cit/online/redesign_continued.htm

--Florida State University also invites proposals for --Florida State University also invites proposals for redesign projects. redesign projects. Perhaps your administration is willing to do Perhaps your administration is willing to do the same.the same.

http://online.fsu.edu/proposal/cri/ http://online.fsu.edu/proposal/cri/

Seek Institutional Support Seek Institutional Support for Redesignfor Redesign

• Some administrations thrust redesign upon Some administrations thrust redesign upon their instructors while others are reluctant to their instructors while others are reluctant to agree. Explain that some immediate benefits agree. Explain that some immediate benefits to the institution include reduced facilities to the institution include reduced facilities costs, increased distance learning offerings, costs, increased distance learning offerings, and the promise of improved student and the promise of improved student performance and retention.performance and retention.

• Once the redesign is approved and the scale Once the redesign is approved and the scale is determined, the faculty redesign group is determined, the faculty redesign group should seek funds for additional technology should seek funds for additional technology and perhaps a course load reduction.and perhaps a course load reduction.

Study the Available Study the Available ResourcesResources

• Contact textbook vendors and request in-Contact textbook vendors and request in-house demonstrations of new house demonstrations of new technology. Pearson has always been technology. Pearson has always been generous with their time and attention to generous with their time and attention to our technology needs (and they’ve our technology needs (and they’ve brought lunch! brought lunch! ) )

• Ask the vendor for data that supports Ask the vendor for data that supports how effective their product is at how effective their product is at improving student learning in your improving student learning in your discipline.discipline.

Determine Traditional and Determine Traditional and Online Components of Online Components of

CourseCourse• In general, you should take a full semester of In general, you should take a full semester of

redesign work and research before the course is redesign work and research before the course is launched. launched.

• As Carol Twigg says, “We have to look at what As Carol Twigg says, “We have to look at what we’re trying to accomplish in a particular course we’re trying to accomplish in a particular course and figure out the right blend of face-to-face and and figure out the right blend of face-to-face and online. That blend is going to vary from subject online. That blend is going to vary from subject to subject and particularly from student to to subject and particularly from student to student because students are quite different in student because students are quite different in their needs” (2004).their needs” (2004).

Source: Veronikas, S.W., Shaughnessay, M.F. (2004). Teaching and learning in a Source: Veronikas, S.W., Shaughnessay, M.F. (2004). Teaching and learning in a hybrid world: An hybrid world: An interview with Carol Twigg. interview with Carol Twigg. Educause Review 29 (4)Educause Review 29 (4): 50-: 50-62. 62.

Become a Student:Become a Student:Learn the Technology FirstLearn the Technology First

• Immerse yourself in the technology you are Immerse yourself in the technology you are requiring your students to use. This way, you requiring your students to use. This way, you will have first-hand knowledge of the types of will have first-hand knowledge of the types of technical problems students will report.technical problems students will report.

• Become familiar with technical support staff Become familiar with technical support staff at the company that provides your product. at the company that provides your product.

• Be prepared to address technical issues when Be prepared to address technical issues when during face-to-face meetings in a hybrid during face-to-face meetings in a hybrid course. If possible, hold your class meetings course. If possible, hold your class meetings in a computer classroom.in a computer classroom.

The Hybrid Environment The Hybrid Environment

Hybrid for Developmental English Hybrid for Developmental English Students: Students:

Finding the Right Resources to Finding the Right Resources to

Best Meet Your Students’ NeedsBest Meet Your Students’ Needs

““Content is king:Content is king:

The content drives the project: Without The content drives the project: Without your classroom content, you wouldn't be your classroom content, you wouldn't be thinking about e-learning right now” thinking about e-learning right now” (Mortimer, 2001).(Mortimer, 2001).

Source: Mortimer, Lori. (2001, Dec.) The devil is in the details: Converting Source: Mortimer, Lori. (2001, Dec.) The devil is in the details: Converting classroom courses to e-classroom courses to e- learning. learning. Learning CircuitsLearning Circuits. American Society for . American Society for Training and Development. Retrieved Training and Development. Retrieved from from http://www.learningcircuits.org/2001/dec2001/elearn.html http://www.learningcircuits.org/2001/dec2001/elearn.html

Web-Based Textbook Web-Based Textbook SupplementsSupplements

• PH Words PH Words figured greatly in my figured greatly in my redesign. It offers self-paced learning redesign. It offers self-paced learning modules and a variety of exercises. It modules and a variety of exercises. It has a few technical glitches, but it is a has a few technical glitches, but it is a good product overall. I will show a good product overall. I will show a demo today. Access codes will be demo today. Access codes will be available for you to test your skills later! available for you to test your skills later!

• This year, This year, PH WordsPH Words will be replaced will be replaced with a similar—and better—product, with a similar—and better—product, My My Writing LabWriting Lab. There will be a . There will be a demonstration later today.demonstration later today.

Blackboard CartridgesBlackboard Cartridges

• If your campus uses Blackboard as its web portal, If your campus uses Blackboard as its web portal, you can adopt textbooks that contain Blackboard you can adopt textbooks that contain Blackboard cartridges which include quizzes, writing prompts, cartridges which include quizzes, writing prompts, videos, and other student resources. videos, and other student resources.

• My Writing LabMy Writing Lab is Blackboard compatible. is Blackboard compatible. • Several Developmental Writing Skills textbooks, Several Developmental Writing Skills textbooks,

such as Bialys such as Bialys Along These LinesAlong These Lines, have Blackboard , have Blackboard and OneKey cartridges available for download. and OneKey cartridges available for download.

• A demo of one such course is available at the A demo of one such course is available at the following link: following link: http://vig.prenhall.com/catalog/academic/product/0,1144,01318508http://vig.prenhall.com/catalog/academic/product/0,1144,0131850822,00.html# 22,00.html#

Trusted Internet Trusted Internet ResourcesResources

• As we tell our students, you can’t always trust As we tell our students, you can’t always trust everything on the internet, but if you search carefully everything on the internet, but if you search carefully using advance search methods, you can find some using advance search methods, you can find some good informational and interactive websites for good informational and interactive websites for students. Here are some that I’ve found:students. Here are some that I’ve found:

--Capital Community College Guide to Grammar and --Capital Community College Guide to Grammar and Writing:Writing:

http://grammar.ccc.commnet.edu/grammar/http://grammar.ccc.commnet.edu/grammar/

--Purdue University’s Online Writing Lab:--Purdue University’s Online Writing Lab:

http://owl.english.purdue.edu/oldindex.html http://owl.english.purdue.edu/oldindex.html

--Grammar Bytes!--Grammar Bytes!

http://www.chompchomp.com/menu.htm http://www.chompchomp.com/menu.htm

Online Discussion Online Discussion ForumsForums

• You can initiate online discussions among students You can initiate online discussions among students in Blackboard on the Discussion Boards. in Blackboard on the Discussion Boards.

• Other campus web portals such as Campus Cruiser Other campus web portals such as Campus Cruiser also offer students a place to engage in dialogue, also offer students a place to engage in dialogue, seek assistance, and find support. seek assistance, and find support.

• As Patsy Krech (2002), who teaches a hybrid As Patsy Krech (2002), who teaches a hybrid writing course, notes, students “are immersed in writing course, notes, students “are immersed in the medium of what they’re learning all the time, the medium of what they’re learning all the time, whether they’re e-mailing me, whether they’re whether they’re e-mailing me, whether they’re putting things on the discussion board, or e-mailing putting things on the discussion board, or e-mailing each other.”each other.”

Source: Online feedback in hybrid writing courses. (2002, June). Source: Online feedback in hybrid writing courses. (2002, June). Online Online Classroom 1(6). Classroom 1(6). Retrieved from Retrieved from Wilson Web database.Wilson Web database.

Case Study: Johnston Case Study: Johnston Community College Hybrid Community College Hybrid

English DataEnglish Data

Johnston Community Johnston Community College CaseCollege Case

• Expository Writing (3 credit course) was offered as Expository Writing (3 credit course) was offered as a 50/50 hybrid, with in-class meetings once a week a 50/50 hybrid, with in-class meetings once a week for 1 ½ hours and online discussion boards, and for 1 ½ hours and online discussion boards, and online work due weekly. There is not a set online work due weekly. There is not a set formula for how to balance traditional and online formula for how to balance traditional and online time; do what works best for your institution.time; do what works best for your institution.

• The first year of implementation, a total of 110 The first year of implementation, a total of 110 students registered for hybrid English classes. I students registered for hybrid English classes. I followed the advice of the researchers, spending a followed the advice of the researchers, spending a lot of time explaining hybrid, introducing lot of time explaining hybrid, introducing technology, and offering extra help. Students technology, and offering extra help. Students started with a strong understanding of what was started with a strong understanding of what was expected of them, and had few problems other expected of them, and had few problems other than normal computer issues.than normal computer issues.

My Technological ToolsMy Technological Tools• PH Words PH Words tested students’ prerequisite grammar tested students’ prerequisite grammar

skills in a Diagnostic Pre-test and gave students skills in a Diagnostic Pre-test and gave students and me a report of their strengths and weaknesses. and me a report of their strengths and weaknesses.

• Students viewed videos and did practice exercises Students viewed videos and did practice exercises in areas they were weak in (i.e. sentence in areas they were weak in (i.e. sentence fragments, subject/verb agreement). At the end of fragments, subject/verb agreement). At the end of the course, students took a Diagnostic Post-test, the course, students took a Diagnostic Post-test, which was their final exam.which was their final exam.

• Campus CruiserCampus Cruiser was the web portal that provided was the web portal that provided the Discussion Boards and an Announcements the Discussion Boards and an Announcements platform. Later, when I started teaching purely platform. Later, when I started teaching purely online courses, I moved that content to online courses, I moved that content to BlackboardBlackboard..

• When class did meet, discussions were more lively When class did meet, discussions were more lively and students were more actively engaged than in and students were more actively engaged than in my traditional courses.my traditional courses.

Student PerformanceStudent PerformanceGradesGrades

EarnedEarnedTraditional Traditional

Students Students ‘05‘05

Hybrid Hybrid

Students Students ‘05‘05

OnlineOnline

Students ‘05Students ‘05

Percentage Percentage of of AA’s’s

31%31% 32.7%32.7% 25%25%

Percentage Percentage of of BB’s’s

35.6%35.6% 30%30% 20%20%

Percentage Percentage of of CC’s’s

9.2%9.2% 8.2%8.2% 12.5%12.5%

Percentage Percentage of of

DD’s ’s and and F’sF’s

9.2%9.2% 14.5%14.5% 29.2%29.2%

Withdrawal Withdrawal RateRate

15%15% 14.6%14.6% 13.3%13.3%

Explaining the Data (A Explaining the Data (A students)students)

• The number of hybrid students earning a grade The number of hybrid students earning a grade of of AA did not significantly increase over the did not significantly increase over the number of traditional students during the same number of traditional students during the same period. This may show that hybrid does not period. This may show that hybrid does not offer an “easy offer an “easy A,A,” nor does it decrease chances ” nor does it decrease chances of success.of success.

• The number of online students earning a grade The number of online students earning a grade of of A A was 6% fewer than their traditional was 6% fewer than their traditional counterparts and 7.7% fewer than their hybrid counterparts and 7.7% fewer than their hybrid counterparts.counterparts.

• This may show that online instruction provides This may show that online instruction provides the greatest academic challenge to English the greatest academic challenge to English students.students.

Explaining the Data cont’dExplaining the Data cont’d (B’s and C’s) (B’s and C’s)

• The number of hybrid students earning grades The number of hybrid students earning grades of of B B or or CC was 6.2% lower than their was 6.2% lower than their traditional peers. traditional peers.

• The number of online students earning grades The number of online students earning grades of of BB or or CC was 12.3% fewer than their was 12.3% fewer than their traditional peers and 5.7% fewer than their traditional peers and 5.7% fewer than their hybrid counterpartshybrid counterparts

• This data shows that online students tend to This data shows that online students tend to struggle the most. Other data shows online struggle the most. Other data shows online students earn fewer students earn fewer AA’s and more ’s and more DD’s and ’s and FF’s ’s than either traditional or hybrid students.than either traditional or hybrid students.

Explaining the Data (D’s Explaining the Data (D’s and F’s) cont’dand F’s) cont’d

• The number of hybrid students earning a grade of The number of hybrid students earning a grade of D or D or F F was 5% higher than their traditional peers; was 5% higher than their traditional peers; this may show that students who were not top-this may show that students who were not top-level students (with grades of level students (with grades of AA) may have ) may have struggled a bit more in the hybrid environment struggled a bit more in the hybrid environment than in traditional classes.than in traditional classes.

• The number of online students earning a grade of The number of online students earning a grade of DD or or FF was significantly higher than traditional or was significantly higher than traditional or hybrid—online students earned 20% more hybrid—online students earned 20% more DD’s and ’s and FF’s than their traditional counterparts and 14.7% ’s than their traditional counterparts and 14.7% more more DD’s and ’s and FF’s than their hybrid counterparts.’s than their hybrid counterparts.

• This data shows that online students who are This data shows that online students who are struggling may have fewer resources to help them struggling may have fewer resources to help them improve than hybrid or traditional students, who improve than hybrid or traditional students, who have the benefit of face-to-face interaction.have the benefit of face-to-face interaction.

Explaining the Data cont’dExplaining the Data cont’d(Withdrawal Rates)(Withdrawal Rates)

• Withdrawal rates for all three course Withdrawal rates for all three course delivery methods were in line with delivery methods were in line with one another, hovering between one another, hovering between 13.3% and 15%.13.3% and 15%.

• This data shows that the trend is for This data shows that the trend is for approximately 1 in 7 students to approximately 1 in 7 students to withdraw from the course, and the withdraw from the course, and the reasons cannot be extrapolated from reasons cannot be extrapolated from the data.the data.

What Redesign Method What Redesign Method is Best?is Best?

• From the research and the data, it would From the research and the data, it would seem that hybrid course redesign leads to seem that hybrid course redesign leads to the highest level of student success.the highest level of student success.

• Research shows that students in the hybrid Research shows that students in the hybrid courses benefit from a combination of face-courses benefit from a combination of face-to-face and online learning environments. to-face and online learning environments.

• Online students seem to struggle the most, Online students seem to struggle the most, perhaps because they feel “lost” in perhaps because they feel “lost” in cyberspace. A DL committee has been cyberspace. A DL committee has been formed on my campus to study how JCC formed on my campus to study how JCC can help increase online students’ success.can help increase online students’ success.

Food for ThoughtFood for Thought

After their study of a hybrid communication course After their study of a hybrid communication course at Northwest Missouri University Schwartzman and at Northwest Missouri University Schwartzman and Tuttle (2002) caution both students and faculty alike:Tuttle (2002) caution both students and faculty alike:

““The potential for pedagogical promise The potential for pedagogical promise or peril lies not in the technological or peril lies not in the technological tools, but in the hands of those who tools, but in the hands of those who wield them” (p. 187).wield them” (p. 187).

Source: Schwartzman, R., & Tuttle, H. (2002). What can online components teach Source: Schwartzman, R., & Tuttle, H. (2002). What can online components teach about improving about improving instruction and learning? instruction and learning? Journal of Instructional Psychology, Journal of Instructional Psychology, 29(3), 179-88.29(3), 179-88. Retrieved from Retrieved from Wilson Web database.Wilson Web database.

Presenter Contact Presenter Contact InformationInformation

• Tina Irvine, English InstructorTina Irvine, English Instructor• Johnston Community CollegeJohnston Community College• irvinet@johnstoncc.edu irvinet@johnstoncc.edu • tinairvine@earthlink.nettinairvine@earthlink.net• 919-209-2097919-209-2097