Abstract
Background While online-only courses can be delivered without constraints of geography or synchronization of lecture times, traditional in-person lectures continue to be central to teaching and to student experiences at most universities. Hybrid learning courses fill the gap between, providing convenience and schedule flexibility while maintaining the traditional face-to-face experience. The CUNY Graduate School of Public Health and Health Policy and Hunter College are urban campuses that draw working students from a wide commuting area, leading us to experiment with hybrid course formats that offer a maximum degree of flexibility to students. Methods Lectures and lab sessions were held on campus in a traditional lecture style, but streamed live over YouTube with remote attendees able to type questions and have them answered by the instructor in real time, and later made available for viewing. Results Through a post-course survey we found students to be divided in their preferences for in-person course formats (46%) versus synchronous and asynchronous online formats (35% and 19%, respectively). In the hypothetical scenario of retaking the course, the option of attending each lecture either in-person or online was preferred (69% for this hybrid format, 11% for in-person only and another 11% for online only). Although long commuting times, work and family responsibilities were common, interactivity and learning preference were the most important considerations for students regardless of their decision for online or in-person attendance. Analysis of YouTube viewing data showed a majority of online participation occurring during live lectures, with an additional peak of viewing of all lectures occurring immediately before exams. Conclusions We found this hybrid format to be a viable and popular way to accommodate diverse personal circumstances and learning preferences within the framework of a traditional lecture format.
Highlights
Hybrid learning courses are defined as courses that deliver 30% to 79% of material via an online medium (Allen & Seaman, 2008)
A metaanalysis conducted by the U.S Department of Education concluded that students taking hybrid or blended instruction courses had improved outcomes compared to either pure face-to-face learning or pure online learning (Means et al, 2009)
The present study aims to investigate course format preferences among graduate-level students and possible influential factors for such format preferences
Summary
Hybrid learning courses are defined as courses that deliver 30% to 79% of material via an online medium (Allen & Seaman, 2008). Hybrid courses provide convenience and flexibility through online components while maintaining the traditional face-to-face experience (Cavanagh, 2011). When designed well, they may accommodate a wider variety of student learning styles. A metaanalysis conducted by the U.S Department of Education concluded that students taking hybrid or blended instruction courses had improved outcomes compared to either pure face-to-face learning or pure online learning (Means et al, 2009). There is little research on hybrid course engagement among adult learners at the graduate level. Hybrid learning courses fill the gap between, providing convenience and schedule flexibility while maintaining the traditional face-to-face experience. The CUNY Graduate School of Public Health and Health Policy and Hunter College are urban campuses that draw working students from a wide commuting area, leading us to experiment with hybrid course formats that offer a maximum degree of flexibility to students
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