Comparison of Face-To-Face and Hybrid Delivery of a Course that Requires Technology Skills Development

Abstract

Online learning continues to be among the fastest-growing sectors of higher education. K-12 teachers and education professionals outside of the K-12 classroom are among the consumers taking interest in online learning. With many opportunities for technology-enriched learning, educators are becoming more interested in educational technology programs that will provide them with credentials necessary to serve in the growing areas of educational technology incorporation and online learning. A degree program in educational technology was established that offered classes through a variety of delivery methods. Classes were delivered in face-to-face, online, and hybrid formats. Hybrid classes were offered with some portions online, some face-to-face and, in some cases, twoway, interactive video. To address needs for an increasing number of students who traveled for some distance to participate in the degree program, the faculty began moving the entire program online. Two classes were particularly difficult to move to an online format. These two design and development tools classes required the learning of skills related to specific software packages that were unfamiliar to most students. The classes required much practice with the software packages and much instructor support that included demonstration of skills and troubleshooting during the learning process.