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Learning in a hybrid format.

, Rutgers The State University of New Jersey, United States

Society for Information Technology & Teacher Education International Conference, in Washington, D.C., United States ISBN 978-1-939797-32-2 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA


We examined the efficacy of a hybrid version of one of our key undergraduate courses in promoting learning and developing both technological skills and positive attitudes towards the use of technology in instruction. A hybrid model of the course involved 10 weeks of classroom instruction and five weeks of totally online instruction and was compared to a traditional course delivery where students meet for all 15 weeks in class. Both kinds of courses used similar materials that were developed for this project. Both types of sections included the use of technology but differed in the timing and location of use of that technology. Results showed that students who were successful on the midterm benefited more from the hybrid course whereas those who did not do well on the midterm were unsuccessful in the hybrid course. Interviews with 23 students in the hybrid format and the instructor who taught one regular section and a hybrid section were conducted and will be reported on. Students responses included commenting on their feelings about no longer meeting in class, positive and negative aspects of the online activities, changes in study patterns and differences in kinds of knowledge acquired , advice they would provide for students and comments on the kinds of behaviors needed in groups.


ODonnell, A. (2018). Learning in a hybrid format. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1656-1659). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE). Retrieved January 29, 2020 from .


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