Hybrid learning and effects on student assessment outcomes

  • Authors:

  • Jesus Tanguma;Lai C. Liu;Kai S. Koong

  • Affiliations:

  • Computer Information Systems and Quantitative Methods Department, College of Business Administration, University of Texas Pan American, 1201 West University Drive, Edinburg, TX 78539, USA.;Computer Information Systems and Quantitative Methods Department, College of Business Administration, University of Texas Pan American, 1201 West University Drive, Edinburg, TX 78539, USA.;Computer Information Systems and Quantitative Methods Department, College of Business Administration, University of Texas Pan American, 1201 West University Drive, Edinburg, TX 78539, USA

  • Venue:
  • International Journal of Mobile Learning and Organisation
  • Year:
  • 2008

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Abstract

As more and more courses or portions of a course are being offered online, student performance, retention and satisfaction are expected to become critical accreditation benchmarks. Given the proliferation of online offerings, it is critical that more rigorous attempts be made to assess the performances and opinions of diverse students who took the courses via the internet and with those who received Face-to-Face (F2F) instruction. This study examines the effects of hybrid learning on student performance, attrition and satisfaction as indicated on the faculty evaluations. Using either online or F2F quizzes, this study found that students enrolled in the former provided the instructor with better faculty evaluation results. There were differences in student performances as measured by the test scores. Moreover, the attrition rate using the F2F method was also higher. However, there was insufficient evidence to show that the proportion of grades attained were different.