Abstract
The concept of hybrid education is spreading. Far less research has been done comparing hybrid teaching to online and F2F teaching. Nearly all this research assumes that there is no difference in the students entering F2F, Hybrid, or online sections of a course. This study used data from four years of courses that were taught in Coles College of Business at Kennesaw State University. This data set with individual student and course outcomes, included full student demographics including previous university GPA. The results showed for all demographics, hybrid course sections gave better final course grades than online sections, which in gave better final grades than F2F sections. However, for instructors who taught Hybrid courses also gave higher course GPAs for F2F sections than those who did not teach hybrid.
Highlights
The concept of hybrid mode education is spreading
The present study used the entering characteristics of students, a large sample of many instructors, and the final mean course grade achieved for a large business college over several years, to see if the benefits of hybrid and online over all in person (AIP) depends on the characteristics of the entering student
Using Only Multi-Mode Teachers All data were deleted with instructors that only taught in the AIP mode, leaving 53,556 studentsections
Summary
The concept of hybrid mode education is spreading. Little research compares hybrid teaching modes to online and all in person (AIP) teaching modes. Previous research has suggested that there is no difference in the characteristics of the students entering AIP, hybrid, or online sections of a course. Studies such as that of McFarlin (2008) have only considered a single course or instructor. The present study used the entering characteristics of students, a large sample of many instructors, and the final mean course grade achieved for a large business college over several years, to see if the benefits (including negative benefits) of hybrid and online over AIP depends on the characteristics of the entering student. The present study analyzed secondary data to determine whether the entering characteristics of students, a large sample of many instructors, and the final grade achieved for a large business college over several years. The purpose of the research was to see whether there was a connection between the demographics of the students, the model of instruction, and the success of the student in the course
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