Abstract

Researchers and practitioners in the field of online learning continue to debate how to best leverage the convenience of online delivery while maintaining or increasing the quality and effectiveness of course content and delivery. While students demand the flexibility and convenience that distance education offerings provide, instructors and administrators voice concerns about the efficacy of distance education in promoting student learning outcomes comparable to those generated in traditional face-to-face instruction. For administrators and institutions reluctant to offer fully online degree programs or for departments or programs that encounter resistance from their faculty in teaching such courses, the hybrid format may provide an acceptable balance. This study extends the current literature on hybrid courses and online degree programs by (a) emphasizing the importance of evaluating the hybrid degree program as a whole; and (b) raising questions and considerations that should be discussed by administrators, faculty and support staff when designing, developing and implementing a hybrid degree program. Through comparative analyses between instructor and student participants and more holistic analyses across groups, six major categories of issues emerged, including: (1) the need for communication regarding the program delivery method; (2) creation of common class procedures and expectations; (3) development of consistent schedules that maximize benefit and flexibility for students and instructors; (4) instructional technology training for instructors; (5) support for students gaining new skills; and (6) continual program evaluation. The implications of this study, which address post-implementation design issues and problems to be addressed by program administrators, yet they also impact students and instructors involved with hybrid degree programs, are outlined.

Citation

Toth, M., Foulger, T.S. & Amrein-Beardsley, A. (2008). Post-Implementation Insights about a Hybrid Degree Program. TechTrends: Linking Research and Practice to Improve Learning, 52(3), 76-80. Retrieved August 8, 2024 from https://www.learntechlib.org/p/65632/.

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Keywords

• administrators
• Classroom Techniques
• College Faculty
• Comparative Analysis
• Course Content
• distance education
• Educational Objectives
• educational technology
• Expectation
• online courses
• Program Effectiveness
• Program Evaluation
• School Schedules
• Skill Development